Teaching as a Clinical Practice Profession

Research on Clinical Practice and Experience in Teacher Preparation

Buch | Softcover

226 Seiten

2021
Rowman & Littlefield (Verlag)
978-1-4758-5770-2 (ISBN)

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Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation introduces the reader to a collection of thoughtful research-based works by authors that represent current clinical-based teacher preparation programs. What we know is that excellent teaching is a clinical skill and that exemplary teacher education provides for clinical education in a clinical setting. Important to teacher preparation, as a clinical practice profession, is a realization that strong clinical preparation of teachers is a key factor in their students’ success. Chapter One opens the book with a focus on teaching as a clinical practice profession, providing the reader with an introduction to the book and an understanding of the growing importance of clinical practice in teacher preparation. The authors of Chapters Two–Ten present field-based research that examines the important role of clinical practice in teacher preparation. Each chapter offers the reader an examination of clinical practice and field-based experience in teacher preparation based on formal research that provides the reader with insight into how the research study was conducted, and equally important, the findings and conclusions drawn with respect to clinical practice and teacher preparation. Finally, Chapter Eleven presents an epilogue that focuses on the future of clinical practice and its growing importance in teacher preparation.

Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

Preface

Acknowledgments

Chapter 1. Teaching as a Clinical Practice Profession

Patrick M. Jenlink

Chapter 2. Preservice English Teachers’ Perceptions about Early Field Experiences: Value, Benefits, and Challenges

Leilya Pitre

Chapter 3. Differing Approaches to Teacher Preparation: Perceptions of Collaboration in the Field

Natalie B. Tye and Sandy Hutchinson

Chapter 4. The Perfection Trap: The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career Teachers

Ai Kamei and Eden Haywood-Bird

Chapter 5. Exploring the Democratic Development of Teacher Candidates: Mentor Teacher Perceptions of Facilitating Spaces in the Clinical Model

Michael Hess, Charles Lowery, Sara L. Hartman, Christopher Kennedy, Marcy Keifer-Kennedy, Ann Kaufman, and Madison Paige McClain

Chapter 6. The Wicked Problem of Clinical Placement Selection and Preparing Teacher Candidates for Diverse Classrooms

Kendra Hearn and Kevin HankinsonChapter 7. Measuring the Effects of a Merged, Dual-Certification Program in Elementary and Special Education on Preservice Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education and Efficacy to Implement Inclusive Practices: A Comparative Study

Miriam G. Lipsky and Andrea Adelman

Chapter 8.Community-based Fieldwork as Clinical Practice: Re-Envisioning the Relationship between Curriculum, Teachers, and Learners

Heidi L. Hallman and Melanie N. Burdick

Chapter 9. Statewide Perspectives on Developing and Sustaining Partnerships for Clinical Experiences in Teaching

Vincent Connelly, Laura Wasielewski, Megan L. Birch, and Stephen J. Bigaj

Chapter 10. “What Else Can We Do?”: Teacher Preparation Programs as Fields of Epistemological Community Transformations

Carmen Ocón

Chapter 11. Epilogue: Considerations for the Future of Clinical Practice in Teacher Preparation

Patrick M. Jenlink

About the Editor and Authors

Erscheinungsdatum	10.05.2021
Verlagsort	Lanham, MD
Sprache	englisch
Maße	153 x 230 mm
Gewicht	363 g
Themenwelt	Sozialwissenschaften ► Pädagogik
ISBN-10	1-4758-5770-5 / 1475857705
ISBN-13	978-1-4758-5770-2 / 9781475857702
Zustand	Neuware