Pre-Service Teachers’ Perceived Preparedness in Clinically Oriented and Traditional Teacher Preparation Programs
Bibliographic Data
| ID | 21347262 |
|---|---|
| Authors | Jie Zhang (0000-0002-6538-2770, University of Houston, Houston, TX, USA), Jill Cabrera (0000-0002-4463-9741, University of Mississippi, University Park, MS, USA), Chunling Niu (0000-0002-9106-0417, University of the Incarnate Word, San Antonio, TX, USA), Cassie Zippay (Western Kentucky University, Bowling Green, KY, USA), Sylvia Dietrich (Western Kentucky University, Bowling Green, KY, USA), Sylvia L Dietrich (Western Kentucky University, corresponding author) |
| Year | 2023 |
| Volume | 203 |
| Issue | 3 |
| Pages | 639-650 |
| Publication date | 2023-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-0574 • E-ISSN: 2515-5741 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00220574211053581 |
| OpenAlex | W4200097383 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
This mixed-methods study compared teacher candidates’ (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs’ perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced “reality shock” initially and developed greater teaching confidence and self-efficacy over two semesters
Mathematics education · Medical education · Pedagogy · Political science · Preparedness · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Medicine · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Pitfalls of Experience in Teacher Preparation
Integrating theory and practice in the pre-service teacher education practicum
A review of ‘research-informed clinical practice’ in Initial Teacher Education
Student Teaching’s Contribution to Preservice Teacher Development
The practicum in preservice teacher education
The role of reflection on preservice teachers’ development in the context of a professional development school
The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools
Teacher Retention
Research Design
Critiquing Teacher Preparation Research
Teacher Mentoring and Teacher Retention
Grounding Teacher Education in Practice Around the World
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |