This case examines the complex partnership between the university teacher education program and the host school district. Many factors contribute to the expectations and requirements of both institutions, which can at times, conflict in fundamental ways. The theoretical and research-based methods of early childhood coursework are often different…

In mid-March 2020, our public schools ended classroom instruction because of the 2019 coronavirus disease (COVID-19) pandemic. The timing of the suspension of face-to-face instruction was in the middle of the student teaching clinical experience for our secondary education teacher candidates. Without preparation, teacher candidates were to guide…

Quality supervision of teacher candidates during field placements can be a challenge for many university supervisors, particularly given time required for travel, locating an appropriate setting, and identifying effective ways to support teacher candidates in their implementation of evidence-based practices. One effective way to support teacher…

This literature review, aligned to National Council on Teacher Quality's (NCTQ) Clinical Practice Framework, explores various components of clinical practice and how they affect a range of outcomes, including aspiring teachers' feelings of preparedness, their entry into teaching, their retention in the classroom, and perhaps most importantly,…

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to…

In this conceptual piece, we offer a new definition of triad in the context of clinical experiences and describe the collaborative triad model developed for a middle school STEM teacher preparation program. We propose our model as a more viable option than traditional student-teaching triads to support the formation and sustainability of…

COVID-19 profoundly affected teacher preparation during the 2019-20 school year. Based on survey responses from nearly all Washington state teacher education programs (TEPs), Kathryn Choate, Dan Goldhaber, and Roddy Theobald find that the pandemic had predictable but concerning effects on teacher preparation. Most notably, student-teaching…

UTRPP addressed the i3 Development Grant Absolute Priority 1, Subpart 2: Increase equitable access to effective teachers or principals for low-income and high-need students. UTRPP infused comprehensive, job-embedded professional development (PD) for participating Residents and other teachers; established triads and quads to support Residents; and…

The aim of this article was to shed light on problematic issues related to the practical element in early childhood teacher education. We approach these questions mainly through scrutinizing and interpreting this part of kindergarten teachers' university education in Finland. We then expand our analysis to include the broader issues of job…

Despite the fundamentally important role of teachers in our public school system, how they are prepared is receiving far less attention than other current reforms, such as the Common Core State Standards, the Local Control Funding Formula, and new ways to assess and hold schools accountable for student performance. It has been more than 15 years…

Despite persistent questions about the nature and purpose of social studies education in the United States, there exists general agreement that social studies should be about democratic citizenship. But much depends on how individuals view democracy, and the extent to which they think it has been, or could be, realized through education. This…

This volume presents the results of a comprehensive study of educational leadership faculty and the departments and programs in which they work. It reports the characteristics, activities, and attitudes of educational leadership faculty members involved in university-based educational leadership preparation programs in 2008 and provides…

This paper explores the experiences of new graduate supervisors, individuals who have just moved as it were from one side of "the table" to the other. We describe how their learning to "do supervision" relates to their understanding of academic work and how they make sense of the transition from doctoral student, someone…

This article explored the conflict handling modes of 63 student teachers and 36 clinical instructors participating in a preK-12 semester of student teaching. Initial results of the Thomas-Kilmann Conflict Mode Instrument indicated that both student teachers and their clinical supervisors used "Accommodating" as their preferred mode and "Avoiding"…

How do student teachers gain confidence in their teaching abilities as part of their school-based practicum experience while increasing their self-efficacy from the successes of their practicum? To understand this question better, we explored preservice teachers' post-practicum accounts of experiences of success in relation to efficacy (Bandura,…