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Preparing Educators for Sustainability: One Center's Journey
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Author(s): Ann Sebald (Colorado State University, USA), Heidi Frederiksen (Colorado State University, USA), Derek Decker (Colorado State University, USA), Jennifer Roth (Fort Collins High School, USA), Wendy Fothergill (Colorado State University, USA), Juliana Searle (Colorado State University, USA), Jody Drager (Colorado State University, USA), Jennifer Castor (Colorado State University, USA), Cerissa Stevenson (Colorado State University, USA), Angela Roybal Lewis (Colorado State University, USA)and Andrea E. Weinberg (Arizona State University, USA)
Copyright: 2019
Pages: 31
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.ch001
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Abstract
In this chapter, the authors discuss clinical practice as a key component to field-based teacher education. Clinical practice constructed within a professional development school (PDS) model is based upon the work of Dewey, Vygotsky, and Goodlad, and provide the basis for this work. Dewey's center of pedagogy and learning through direct experiences, connected with Vygotsky's socially constructed relational imitation experiences linked with common language, juxtaposed to Goodlad's simultaneous renewal of university and PK-12 partnerships all intersect in the work of clinical practice. The authors then present a logic model framework in which to design field-based educator preparation considering the theory and research discussed. The chapter concludes with highlighting practice-based solutions and recommendations through three case studies showcasing implementation of the logic model framework in action.
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