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From Collaborative Inquiry to Critical, Project-Based Clinical Experiences: Strengthening Partnerships Through Field-Based Teacher Education
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Author(s): Kristien Zenkov (George Mason University, USA), Seth A. Parsons (George Mason University, USA), Audra K. Parker (George Mason University, USA), Elizabeth Levine Brown (George Mason University, USA), Lois A. Groth (George Mason University, USA), Kristine E. Pytash (Kent State University, USA)and Anthony Pellegrino (University of Tennessee – Knoxville, USA)
Copyright: 2019
Pages: 28
Source title:
Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch004
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Abstract
Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.
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