The field of teacher education has embraced robust models of clinically based teacher preparation. In part because these models rely upon school-university partnerships for which shared missions are an essential component, they also demand increasingly complex, co-constructed conceptions of supervision to support teacher candidates' learning…

In response to national and state trends promoting inquiry-based social studies over the last decade, social studies teacher educators at the University of Kentucky revamped their pre-service program to create alignment around the key inquiry concepts of questions, tasks, and sources. Part of the program revision involved the creation of a new…

In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of…

This Study Snapshot highlights key findings from a larger study examining the validity and reliability of the Kansas Clinical Assessment Tool (K-CAT), a newly developed tool for assessing the performance of teacher candidates. The study team used interviews with cooperating teachers, content experts' ratings of the alignment of the K-CAT to…

Many recently developed technologies have the potential to significantly improve teacher preparation programs. In this article, I describe three specific examples of integrating technology into both the coursework and field placements of a teacher preparation program. The technologies described are Nearpod for course content delivery, and GoReact…

A large amount of research on teacher effectiveness in physical education teacher education has identified clear benchmarks that contribute to effective teaching. The benchmarks most often identified in the literature are (a) establishing an appropriate learning environment through classroom management, (b) providing several opportunities for…

In this article, the authors explain the need for clinically rich middle school STEM teacher preparation. They describe how one university and school district with an established partnership collaborated to meet this need. The result was the formation of a residency program that aims to prepare high quality middle school STEM teachers who can fill…

Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

There is a special relationship between a student teacher, the PK-12 teacher who serves as mentor, and the university/college supervisor. These three individuals, often called the triad, work together to transition the student from pre-service teacher to professional educator. This article focuses on the roles of mentor teachers and…

For a quarter century, Kansas State University's College of Education has supported a Professional Development School (PDS) model involving professional collaboration with selected public school systems across Kansas. In that time, this relationship has proved to be an instrumental vehicle for educational change. The state of Kansas' adoption and…

Considering how long societies have been educating their youth, the history of teacher education is relatively brief. From the first teacher education innovation in the 17th century through those of the late 20th century--de la Salle, the American normal school, the flood of student teachers into public schools after World War II, the student…

Student teachers studying to become primary school teachers in New Zealand can spend up to 24 weeks on professional teaching practice in schools. This paper describes a model (based on the Conversational Framework by Laurillard), developed after conducting an action research study requiring critical reflection on the practice of giving feedback to…

Preservice teachers want to interact with principals during clinical experiences and principals recognize the importance of fulfilling that wish. The problem is that both teacher and leadership preparation programs lack clear expectations regarding the principal's role with preservice teachers. In this article, the author suggests that teacher…

This article describes a school-university partnership that focuses on the development of classroom management skills for preservice teachers in an urban setting, through collaboration between mentors, principals, and a university supervisor. To prepare preservice teachers for the unique challenges of urban schools, three key elements were…

Periodic reexamination of existing professional development school forms is good practice to ascertain whether goals are being met. Such an assessment was sparked by a request from a superintendent in a 14-year-old professional development school structure at a public college in the Northeast. This assessment revealed that although the…