Full Description
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.
Contents
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
