Building Program Coherence and the (Un)Intentional Clinical Experiences for First-Semester Preservice Teachers

Autor/inn/en	Fitchett, Paul G.; King, Elena Tosky; Fisher, Tom; Coffey, Heather; Harden, Susan
Titel	Building Program Coherence and the (Un)Intentional Clinical Experiences for First-Semester Preservice Teachers
Quelle	In: Action in Teacher Education, 40 (2018) 3, S.319-335 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1486747
Schlagwörter	Teacher Education Programs; Preservice Teachers; Theory Practice Relationship; Field Experience Programs; Secondary Education; Student Attitudes; Student Experience; Teacher Education Curriculum + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Praxisnahes Lernen; Sekundarbereich; Schülerverhalten; Studienerfahrung
Abstract	Drawing on a theory of program coherence, the establishment of an educational third space, and intentional clinical experience, the authors created a unique entry point in a teacher education program. The authors developed the Onsite Secondary Education Project (OSSEP) to connect relevant educational theory and discipline-specific pedagogy through intentional clinical placements for first-semester preservice teachers. Results from this exploratory research demonstrate that program coherence and structured clinical experiences can help preservice teachers orient themselves to the teaching profession and connect educational theory and practice. However, unintentional experiences were identified, suggesting that increased exposure to the classroom helped shape participants' views toward the teaching profession. Findings offer evidence of a teacher education that balances the idealism of teacher education with the practicalities of the PK-12 classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01