Book Reviews: Guiding Clinical Experiences: Effective Supervision in Teacher Education by Colden Garland and Virginia Shippy, Norwood, NJ: Ablex Publishing Corporation, 1995; 232 pages, $45.00 cloth, $24.50 paper

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.

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Developing Self- and Cultural-Awareness Through Introductory Education Courses

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch005 ◽

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.

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From Collaborative Inquiry to Critical, Project-Based Clinical Experiences

Handbook of Research on Field-Based Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6249-8.ch004 ◽

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.

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After the Wave of Reform, the Role of Early Clinical Experiences in Elementary Teacher Education

Action in Teacher Education ◽

10.1080/01626620.1991.10462768 ◽

1991 ◽

Vol 13 (2) ◽

pp. 20-24 ◽

Cited By ~ 5

Author(s):

Pamela J. Farris ◽

Michael Henniger ◽

Judith A. Bischoff

Keyword(s):

Teacher Education ◽

Elementary Teacher ◽

Elementary Teacher Education ◽

Clinical Experiences

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“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children

Literacy Research Theory Method and Practice ◽

10.1177/2381336918786736 ◽

2018 ◽

Vol 67 (1) ◽

pp. 343-359 ◽

Cited By ~ 1

Author(s):

Kerryn Dixon ◽

Hilary Janks

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

South African ◽

Curriculum Design ◽

Picture Books ◽

Picture Book ◽

Children’S Views ◽

Effective Use ◽

The Relationship

Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.

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