Adding the “T” to the “PACK” in Clinical Experiences: How Technology Shaped Our Pandemic Teacher Education Pedagogies and Partnerships

2021 ◽  
pp. 1-22
Author(s):  
Holly Glaser ◽  
Mark Helmsing ◽  
Audra K. Parker ◽  
Kristien Zenkov
Keyword(s):  
Teacher Education ◽  
Clinical Experiences

A Place of Hope and Healing: Culturally Relevant Teacher Education at a Tribal College

2021 ◽  
pp. 002205742110394
Author(s):  
Alice C. Ginsberg ◽  
Marybeth Gasman ◽  
Andrés C. Samayoa
Keyword(s):  
Teacher Education ◽  
Native American ◽  
Culturally Relevant ◽  
Teacher Education Program ◽  
Tribal College ◽  
Original Research ◽  
Clinical Experiences ◽  
Native Communities ◽  
History Of ◽  
American Schools

This article draws upon original research about a teacher education program at a Tribal College located in rural Montana that integrates culturally relevant pedagogy across its coursework and clinical experiences while calling attention to widespread trauma in Native communities based on a history of forced assimilation. We end with recommendations for how all teacher education programs can better prepare candidates to work in Native American schools and communities.

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

From Collaborative Inquiry to Critical, Project-Based Clinical Experiences

2018 ◽  
pp. 89-116
Author(s):  
Kristien Zenkov ◽  
Seth A. Parsons ◽  
Audra K. Parker ◽  
Elizabeth Levine Brown ◽  
Lois A. Groth ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Clinical Approach ◽  
Clinical Experiences ◽  
University Partnerships ◽  
Education Practice

Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.

Clinical Experiences in a Teacher Education Center

1975 ◽  
Vol 26 (2) ◽  
pp. 176-179
Author(s):  
Dorothy McGeoch ◽  
Peter J. Quinn
Keyword(s):  
Teacher Education ◽  
Clinical Experiences

scholarly journals Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Jennifer Roth ◽  
Derek Decker ◽  
Donna Cooner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Focus Group ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Professional Development School ◽  
Theory And Practice ◽  
Clinical Experiences ◽  
Professional Dispositions ◽  
Focus Group Methodology

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.

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