Description
Book SynopsisTeaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation introduces the reader to a collection of thoughtful research-based works by authors that represent current clinical-based teacher preparation programs. What we know is that excellent teaching is a clinical skill and that exemplary teacher education provides for clinical education in a clinical setting. Important to teacher preparation, as a clinical practice profession, is a realization that strong clinical preparation of teachers is a key factor in their students' success. Chapter One opens the book with a focus on teaching as a clinical practice profession, providing the reader with an introduction to the book and an understanding of the growing importance of clinical practice in teacher preparation. The authors of Chapters TwoTen present field-based research that examines the important role of clinical practice in teacher preparation. Each chapter offers the reader an e
Trade Review
The field needs examples that help us re-imagine what teacher preparation could look like in an era of increased clinical practice and school-university collaboration. This book is full of great examples of research-based clinical practice written by those who are both doing the work and studying the work!
-- Rebecca West Burns, Associate Professor, Department of Teaching and Learning, College of Education, University of South Florida
Clinical practice has long been one of the most important, yet challenging aspects of teacher education program development. In Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation, Patrick Jenlink skillfully assembles the work of several teacher educators in one text to reflect both the necessity and complexity of creating a clinically-centered teacher education program, and in so doing, provides a thought-provoking, essential book for all involved in teacher education program design.
-- Nancy Fichtman Dana, Professor, School of Teaching and Learning, University of Florida
Patrick Jenlink’s new text Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation addresses the cacophony of voices calling for reimagining clinical practice. The text provides educators and policy makers the opportunity to witness how and what teacher candidates, mentor teachers, and university faculty are learning about sticky problems of practice and innovative collaborations.
-- Diane Yendol-Hoppey Ph.D, Professor and Dean, College of Education and Human Services, University of North Florida
Teacher educators, regardless of level of experience with clinical practice in teacher preparation, will find Patrick Jenlink’s edited book to be insightful and informative. Tapping into research from scholars across the country, Teaching as a Clinical Practice Profession includes descriptions of clinical practice enacted using a wide range of models and contexts. This important resource will surely inform teacher educators engaged in program design and innovation in the coming years.
-- Audra Parker, Professor and Academic Program Coordinator, College of Education and Human Development, George Mason University
Field experiences has often been identified as the single most powerful component of a teacher education program by its graduates. For those teacher educators involved in field experiences and clinical practice, Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation is the perfect text. Teacher educators will discover thought-provoking chapters that help us reflect on the role field experiences play in a clinical practice program as well as research studies that help us understand different practices. Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation is a book that should be in every teacher educators’ library.
-- D.John McIntyre, Professor Emeritus and Senior Visiting Professor in Curriculum Studies, Department of Curriculum and Instruction, Southern Illinois University
Table of ContentsPreface
Acknowledgments
Chapter 1. Teaching as a Clinical Practice Profession
Patrick M. Jenlink
Chapter 2. Preservice English Teachers’ Perceptions about Early Field Experiences: Value, Benefits, and Challenges
Leilya Pitre
Chapter 3. Differing Approaches to Teacher Preparation: Perceptions of Collaboration in the Field
Natalie B. Tye and Sandy Hutchinson
Chapter 4. The Perfection Trap: The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career Teachers
Ai Kamei and Eden Haywood-Bird
Chapter 5. Exploring the Democratic Development of Teacher Candidates: Mentor Teacher Perceptions of Facilitating Spaces in the Clinical Model
Michael Hess, Charles Lowery, Sara L. Hartman, Christopher Kennedy, Marcy Keifer-Kennedy, Ann Kaufman, and Madison Paige McClain
Chapter 6. The Wicked Problem of Clinical Placement Selection and Preparing Teacher Candidates for Diverse Classrooms
Kendra Hearn and Kevin Hankinson
Chapter 7. Measuring the Effects of a Merged, Dual-Certification Program in Elementary and Special Education on Preservice Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education and Efficacy to Implement Inclusive Practices: A Comparative Study
Miriam G. Lipsky and Andrea Adelman
Chapter 8.Community-based Fieldwork as Clinical Practice: Re-Envisioning the Relationship between Curriculum, Teachers, and Learners
Heidi L. Hallman and Melanie N. Burdick
Chapter 9. Statewide Perspectives on Developing and Sustaining Partnerships for Clinical Experiences in Teaching
Vincent Connelly, Laura Wasielewski, Megan L. Birch, and Stephen J. Bigaj
Chapter 10. “What Else Can We Do?”: Teacher Preparation Programs as Fields of Epistemological Community Transformations
Carmen Ocón
Chapter 11. Epilogue: Considerations for the Future of Clinical Practice in Teacher Preparation
Patrick M. Jenlink
About the Editor and Authors
