Designing and Implementing Site-Based Courses in Elementary Teacher Preparation

Parker, Audra; Groth, Lois A.; Byers, Christie C.

doi:10.1080/1547688x.2019.1572255

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Both districts are located in small cities in rural communities. Our undergraduate childhood teacher education programs moved to a clinically enhanced model (Mazzye & Duffy, 2021; Parker, Groth, & Byers, 2019) in District A first, where our teacher candidates complete a three full day/week semester-long practicum prior to student teaching and remain with their same mentor teacher for both semesters. Shortly after, District B adopted this clinically enhanced model while teaching courses onsite.…”

Section: Introductionmentioning

confidence: 99%

Toward teacher residency program implementation: navigating the complexities

Mazzye,

Gujarati

2024

PDSP

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PurposeResearch in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.Design/methodology/approachThe university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.FindingsIn response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.Originality/valueIn movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

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Section: Introductionmentioning

confidence: 99%

Toward teacher residency program implementation: navigating the complexities

Mazzye,

Gujarati

2024

PDSP

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“…Traditionally and still too frequently preservice teachers are “placed” for their clinical experiences with veteran practitioners through what is sometimes pejoratively referred to as the “cannon method”: they are “launched” into classrooms to observe haphazardly-identified mentor teachers whose sole qualification is that they volunteer to serve in such a role (Guha, Hyler, & Darling-Hammond, 2017; Parker, Groth, & Byers, 2019). In contrast, Hannah and 11 of her English, math, science and social studies preservice teacher peers had the opportunity to work in a “critical, project-based” (CPB) clinical structure (Dutro, Cartun, Melnychenko, Haberl, & Pacheco Williams, 2018; Pytash & Zenkov, 2018, Pytash & Zenkov, 2018).…”

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confidence: 99%

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts

Zenkov,

Taousakis,

Goransson

et al. 2023

SUP

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PurposePolicy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers’ preparation. These recommendations reflect the growing recognition that few events in preservice teachers’ education are more significant than their experiences in the classrooms of veteran peers. Aware of the fact that the field of teacher education needs examples of effective clinical experiences, the authors examined the “critical, project-based” (CPB) model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. This paper aims to discuss the aforementioned objective.Design/methodology/approachAware that the field of teacher education needs examples of effective clinical experiences, the authors examined the CPB model, employing Photovoice activities in a dropout prevention course in a secondary education partner school at the beginning of the COVID-19 pandemic. In this article they detail a practitioner research examination that explores the experiences of 12 preservice middle/high school teachers, reporting on these individuals’ considerations of general pedagogies, writing instruction strategies and teaching personas.FindingsResults suggest that preservice teachers might best identify pedagogical practices that are consistent with their nascent teaching identities via experiences that occur in school-university partnerships in which future teachers are positioned as pedagogues.Originality/valueThis manuscript explores the use of the “CPB” clinical experience model, identifying the impacts of this approach for preparing future teachers.

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Examining the Development and Implementation of an Embedded, Multi-Semester Internship: Preliminary Perceptions of Teacher Education Candidates, Clinical Educators, and University Faculty

Putman

Polly

2021

Peabody Journal of Education

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Designing and Implementing Site-Based Courses in Elementary Teacher Preparation

Cited by 4 publications

References 15 publications

Toward teacher residency program implementation: navigating the complexities

Toward teacher residency program implementation: navigating the complexities

Positioned as pedagogues, finding their teaching personas: critical, project-based clinical experiences in PDS/school-university contexts

Examining the Development and Implementation of an Embedded, Multi-Semester Internship: Preliminary Perceptions of Teacher Education Candidates, Clinical Educators, and University Faculty

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