Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students' success.
Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students' success.
Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.
Inhaltsangabe
Preface 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 HankinsonChapter 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
Preface 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 HankinsonChapter 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
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