Published In

The Field Experience Journal

Document Type


Publication Date



Teachers -- Training of, Teachers -- In-service training -- United States, Teacher effectiveness


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.


This is the publisher's final pdf. Article appears in The Field Experience Journal (

Persistent Identifier