Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis
Bibliographic Data
In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously established collaborations of the College of Education and Human Development with district and school partners to offer a more authentic, comprehensive, and systemic approach to preparing new teachers and supporting the continued learning of experienced teachers. The development and implementation of the clinical model in two elementary schools and one middle school have provided evidence of both benefits and challenges. The article provides three descriptive narratives that elaborate on these and offers insights about essential components and research possibilities needed for improving the quality and outcomes of university–school clinical partnerships for teacher education
Context (archaeology · Faculty Development · General partnership · Mathematics education · Medical education · Narrative · Pedagogy · Political science · Professional development · Quality (philosophy · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Family and Disability Support Research · Medicine · Psychology · Service-Learning and Community Engagement
Policies That Support Professional Development in an Era of Reform
Teacher Turnover and Teacher Shortages
What Makes Professional Development Effective? Results From a National Sample of Teachers
Stayers, Leavers, Lovers, and Dreamers
Bridging the Gap between Research and Practice
New Connections for Sociology and Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |