Published In
The Field Experience Journal
Document Type
Article
Publication Date
11-2018
Subjects
Teachers -- Training of, Teachers -- In-service training -- United States, Teacher effectiveness
Abstract
Teacher preparation is a complex endeavor. Preparation programs are designed to transform regular humans into adept teachers through carefully constructed coursework and clinical experiences. University programs and the K-12 school systems both play important roles in the process; however, tensions have persisted between university coursework and clinical field work—a divide between "theoretical" and "clinical". The 2010 NCATE Blue Ribbon Panel Report issued a call to action, and asked teacher preparation programs to reconceptualize approaches to pre-service teacher learning by placing clinical experiences at the heart of the work in an effort to bridge traditional theoretical and clinical divides. This article details one teacher preparation program’s attempt to answer the NCATE call to action through the use of instructional rounds during clinical field experiences. In a pilot study, teacher candidates developed problems of practice to investigate through the instructional rounds process. In tandem with bridging the aforementioned divide, the pilot study also sought to leverage clinical experiences to improve and accelerate teacher candidate learning.
Persistent Identifier
https://archives.pdx.edu/ds/psu/26658
Citation Details
Yeigh, M. (2018). Using Problems of Practice to Leverage Clinical Learning. The Field Experience Journal, Vol. 22, p. 87-101.
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
Description
This is the publisher's final pdf. Article appears in The Field Experience Journal (https://www.unco.edu/cebs/national-field-experience-conference/about-us.aspx).