Looking Closely at Clinical Practice: A Clear-Eyed Vision for the Future of Teacher Education

Autor/inn/en	Dresden, Janna; Thompson, Katherine F.
Titel	Looking Closely at Clinical Practice: A Clear-Eyed Vision for the Future of Teacher Education
Quelle	In: Peabody Journal of Education, 96 (2021) 1, S.8-21 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2020.1864242
Schlagwörter	Teacher Education Programs; Experiential Learning; Preservice Teachers; Field Experience Programs; College School Cooperation; Sustainability; Elementary Secondary Education; Partnerships in Education; Student Teaching; Interaction; Teaching Skills; Reflection; Inquiry; Barriers; Theory Practice Relationship; Neoliberalism; Educational Change; Program Effectiveness; Commercialization; Teacher Attitudes + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Nachhaltigkeit; Hochschulpartnerschaft; Teaching practice; Unterrichtspraxis; Interaktion; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Theorie-Praxis-Beziehung; Neo-liberalism; Neoliberalismus; Bildungsreform; Lehrerverhalten
Abstract	Clinical practice has long been an integral component of teacher education. In the past two decades, however, the call has intensified for more purposeful, inclusive, integrated, and reflective clinical experiences for teacher candidates learning how to teach and, more broadly, what it means to be a teacher. This article aims to offer a conceptual understanding of clinical practice, the challenges to its viability, and recommendations for its future in teacher-education programs. The authors lay out defining characteristics of clinical practice; describe structural features that provide for extended time in the field, meaningful dialogue between stakeholders in clinical settings, and alignment between university coursework and field-based experiences; and cite the benefits of teacher candidates learning to teach in clinically rich settings. The authors also identify significant threats to establishing and maintaining a clinically based model of teacher education--specifically, the perception that theory and practice exist in distinct and disparate spaces in teacher preparation, the complex nature of school-university partnerships, and an entrenched neoliberal reform perspective. The essay concludes with recommendations for the sustainability of clinically rich teacher education, including the articulation of clinical-practice components and structures; a comprehensive research agenda derived from diverse purposes, methods, frameworks, and perspectives; inclusive and boundary-spanning collaborations between and among P-12 and university partners; and patience to work through the inevitable deliberations, challenges, and complexities of implementing and maintaining an effective clinical-practice model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01