Examining Collaboration in Teacher Preparation and Clinical Practice

2017 ◽  
Vol 39 (3) ◽  
pp. 340-357 ◽  
Author(s):  
Anthony Pellegrino ◽  
Margaret P. Weiss
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation

scholarly journals Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

2021 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Sarah Kaka ◽  
Taylor Kessner ◽  
Anthony Tuf Francis ◽  
Katrina Kennett ◽  
...  
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Preparation ◽  
Analytical Framework ◽  
Educator Preparation ◽  
Clinical Educator ◽  
Highly Effective ◽  
Education Coursework

This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE’s Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.

Collaborative Partnerships in Teacher Preparation

2022 ◽  
pp. 104-118
Author(s):  
Marie A. LeJeune ◽  
Jessica Dougherty ◽  
Mandy S. Olsen
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Clinical Approach ◽  
Collaborative Partnerships ◽  
Collaborative Approach ◽  
Public School Teachers ◽  
Preparation Programs ◽  
Collaborative Process ◽  
The Impact

This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.

From Mediated Fieldwork to Co-Constructed Partnerships: A Framework for Guiding and Reflecting on P-12 School–University Partnerships

2019 ◽  
Vol 71 (1) ◽  
pp. 122-134
Author(s):  
Greer Burroughs ◽  
Amy Lewis ◽  
Dan Battey ◽  
Mary Curran ◽  
Nora E. Hyland ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Learning Opportunities ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Partnerships ◽  
University Partnerships ◽  
Essential Component ◽  
University School Partnerships

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

2020 ◽  
pp. 002248712091586 ◽  
Author(s):  
Rachel Wolkenhauer ◽  
Angela Hooser
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Clinical Teacher ◽  
Practitioner Inquiry ◽  
Naturalistic Inquiry ◽  
Community Approach ◽  
Hermeneutic Approach

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

scholarly journals Pre-Service Teacher Experiences during COVID 19: Exploring the Uncertainties between Clinical Practice and Distance Learning

2021 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Jerell B. Hill
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Distance Learning ◽  
Teacher Preparation ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Performance Expectations ◽  
Preparation Programs ◽  
State Education ◽  
Pre Service Teacher

Teacher preparation programs assist candidates with the pedagogical, theoretical, and practical application of teaching and learning. This article explored the dialog between a state education agency and teacher preparation programs’ responses to the COVID-19 pandemic. The author presents a research study of current teacher performance expectations (TPEs), online readiness, and the design of distance learning in pre-service teacher clinical practice. The participants are 10 current pre-service teachers. The researcher collected data from fieldwork supervisors, observations, and survey results from participants. Kolb’s experiential theory was used in the analysis of co-requisite policy and observations of field experiences of students in a teacher education program. The article analyzed data that suggested that in-person observations and opportunities to practice classroom instruction contribute to teacher readiness and relationship building in comparison to online learning.  Furthermore, states will have to re-assess their teacher certification requirements, quality control efforts, and mandatory exams since COVID-19, which may lead to the reauthorization of the pre-service guidelines. Program learning outcomes and critical assignments that allow candidates to demonstrate content knowledge and instructional delivery are being compromised. The finding were that pre-service candidates did not have the opportunity to demonstrate mastery of specific teacher performance expectations within the distance learning format. This article aims to encourage further research teacher education and distance learning to discuss potential alternatives to certification and creative ways to embed flexibility into teacher preparation. Substantial changes can lower the quality of a program and significantly decrease effectiveness while increasing data misrepresentation. Distance learning can potentially limit quality supervision and teacher mentoring. In addition, pre-service teachers will enter classrooms with substantially fewer clinical practice hours.

scholarly journals Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

2021 ◽  
pp. 1-13
Author(s):  
Joshua Littenberg-Tobias ◽  
Sarah Kaka ◽  
Taylor Kessner ◽  
Anthony Tuf Francis ◽  
Katrina Kennett ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation

The miR-21 potential of serving as a biomarker for liver diseases in clinical practice

2020 ◽  
Vol 48 (5) ◽  
pp. 2295-2305
Author(s):  
Jiawei Zhang ◽  
Dandan Li ◽  
Rui Zhang ◽  
Peng Gao ◽  
Rongxue Peng ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Liver Diseases ◽  
Hepatic Disease ◽  
Noninvasive Detection ◽  
Diagnosis And Prognosis ◽  
Expected Performance ◽  
Potential Biomarker ◽  
Disease Condition ◽  
Complex Regulatory Network

The role of miR-21 in the pathogenesis of various liver diseases, together with the possibility of detecting microRNA in the circulation, makes miR-21 a potential biomarker for noninvasive detection. In this review, we summarize the potential utility of extracellular miR-21 in the clinical management of hepatic disease patients and compared it with the current clinical practice. MiR-21 shows screening and prognostic value for liver cancer. In liver cirrhosis, miR-21 may serve as a biomarker for the differentiating diagnosis and prognosis. MiR-21 is also a potential biomarker for the severity of hepatitis. We elucidate the disease condition under which miR-21 testing can reach the expected performance. Though miR-21 is a key regulator of liver diseases, microRNAs coordinate with each other in the complex regulatory network. As a result, the performance of miR-21 is better when combined with other microRNAs or classical biomarkers under certain clinical circumstances.

Meeting the Best Practice for Hearing Aid Verification in Children: Challenges and Future Directions

2019 ◽  
Vol 28 (4) ◽  
pp. 877-894
Author(s):  
Nur Azyani Amri ◽  
Tian Kar Quar ◽  
Foong Yen Chong
Keyword(s):  
Clinical Practice ◽  
Hearing Aids ◽  
Best Practice ◽  
Hearing Aid ◽  
Evidence Based ◽  
Future Directions ◽  
Major Barrier ◽  
Klang Valley ◽  
Age Range ◽  
Fitting Hearing Aids

Purpose This study examined the current pediatric amplification practice with an emphasis on hearing aid verification using probe microphone measurement (PMM), among audiologists in Klang Valley, Malaysia. Frequency of practice, access to PMM system, practiced protocols, barriers, and perception toward the benefits of PMM were identified through a survey. Method A questionnaire was distributed to and filled in by the audiologists who provided pediatric amplification service in Klang Valley, Malaysia. One hundred eight ( N = 108) audiologists, composed of 90.3% women and 9.7% men (age range: 23–48 years), participated in the survey. Results PMM was not a clinical routine practiced by a majority of the audiologists, despite its recognition as the best clinical practice that should be incorporated into protocols for fitting hearing aids in children. Variations in practice existed warranting further steps to improve the current practice for children with hearing impairment. The lack of access to PMM equipment was 1 major barrier for the audiologists to practice real-ear verification. Practitioners' characteristics such as time constraints, low confidence, and knowledge levels were also identified as barriers that impede the uptake of the evidence-based practice. Conclusions The implementation of PMM in clinical practice remains a challenge to the audiology profession. A knowledge-transfer approach that takes into consideration the barriers and involves effective collaboration or engagement between the knowledge providers and potential stakeholders is required to promote the clinical application of evidence-based best practice.

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