Quality supervision is essential for preservice teachers' (PSTs) development of teaching effectiveness, because it purposefully structures PSTs' learning experiences in a systematic and developmentally appropriate manner, provides specific feedback, includes formal and informal assessment of PSTs' teaching, and facilitates opportunities for PSTs…

Creating a strong clinical practice experience for every teacher at scale requires that three core actors--prep programs, school districts, and states--work together. This framework sets out the six focus areas of clinical practice backed by research and supported by the field as the most important to build a quality clinical practice experience.…

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,…

Clinical practice opportunities are critical elements of teacher preparation. However, the landscape is extensive, encompassing an ever-growing variety of preparation models, from centuries-old traditional student teaching to newly minted registered apprenticeships. The purpose of this paper is to create a clinical practice lexicon for the…

Instructional coaches collaborate with in-service and pre-service teachers through dialogue and reflection in order to improve instruction for their students. In this qualitative study we learned from three exemplar coaches who used elements of coaching in their supervision of pre-service teachers. The coaches reflected on how they navigated the…

The Educator Preparation Program at a burgeoning university in the Southwest United States offered preservice teachers two models of field residency experience. The students who participated in the cohort model had the same university supervisor and cooperating teacher during all three semesters of field residency and took two education classes…

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…

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

Many issues influence reform in teacher preparation including national accountability efforts, professional teaching standards, and local or regional factors. This study examines a rurally-located teacher education program's efforts to reform clinical preparation through co-teaching. Researchers argue that their adaption of the typical one-to-one…

Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

This study aims to examine the approaches used in mentoring and investigate the interactions occurring between pre-service teachers and mentors during the mentoring process. The study is placed in the context of the implementation of Teaching Games for Understanding (TGfU). The theoretical framework of this study was based on situated learning…

The purpose of this research was to better understand affordances and constraints of the Candidate Mentor Supervisor Model (CMSM) as experienced by teacher candidates and their mentor supervisors. The results indicated perceived benefits to teacher candidates. Candidates participating in the CMSM reported a sense of nested support within their…

Preparing teachers in clinically rich contexts requires teacher educators who are skilled and knowledgeable about university coursework as well as the complexities of classrooms. Retired teachers or principals have often assumed the role of field supervisor, bringing to their work extensive practitioner knowledge but often lacking theoretical…

Since Louisiana now requires 50% of yearly evaluations of classroom teachers be based on student achievement, cooperating teachers who regularly supervise teacher candidates for a northern Louisiana university have become hesitant to accept teacher candidates into their classrooms. Other universities in Louisiana and across the United States have…

Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary…