Responses by heads of CACREP‐accredited programs to a survey indicate that client religious beliefs are considered to be important curricular components in just over half of the programs.
Secondary school organizational structures often result
in a marked lack of opportunity for university faculty, teachers and
teacher interns to collaborate and engage in sustained discussions about
teaching and curriculum. Emerging partnership efforts between schools
and teacher preparation programs have encouraged more frequent and
intense involvement of undergraduate education students with schools,
classrooms and teachers. This article describes the results of research
related to a partnership project that linked a teacher preparation
program with two high schools. Data are presented that indicate interns
benefit by an increased understanding of the realities of classroom
dynamics and development of instructional skills. Partnership teachers
contributed to the professional development of interns and reported
renewed enthusiasm for teaching. With the emergence of institutionally
supported professional partnerships, teacher education programs and K-12
schools have an opportunity to unite efforts to improve the quality of
education for students in both educational contexts.
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