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…

This article reports on the experiences of a mid-career teacher educator who spent a full semester supervising student teachers in schools. Adopting a self-study methodology, she and a critical friend collected and analyzed data, often in the form of reflection, on her experiences of third space and liminality. The time that she spent on the…

Ensuring teacher candidates have high-quality experiences in their clinical placements is essential for sustaining their progress as teachers, and ultimately, the teaching profession. This article explores mentor teachers' perceptions of effective university supervisors and the ways in which the mentors' perceptions of effective supervision…

Feedback and preservice teachers' (PSTs') clinical practice/field student teaching experiences are vital for their learning. Understanding influences on field supervisors' feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge--yet systematic guidelines and…

As the field of teacher education evolves to more clinically based educator preparation, understanding how to develop preservice teachers' professional vision and pedagogy through reflection in and on practice in the clinical context is essential. The purpose of this article is to outline a conceptual framework for clinical pedagogy, or the art…

Drawing on situated learning and communities of practice, this teacher-research study examined multiple stakeholders' perspectives about the purpose, design, and inaugural implementation of the edTPA, a teacher performance assessment mandated for state certification. Participants included teacher candidates, mentor teachers, a field placement…

Using Kegan's (1982, 1994) theory of constructive developmentalism, this study focused on the way in which the teacher candidates defined success in student teaching. The candidates differed in their personal epistemologies or what Kegan (1982) called orders of consciousness, which referred to the different ways an individual made meaning of…

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…

The work of teacher education during student teaching typically takes place in two distinct "spaces": placement sites and college/university settings. The program featured in this article is structured in ways that clearly mark out those two spaces. Yet this configuration led our university supervisors, whose work primarily took place in the…

The study assessed teaching performance of 222 student-teachers from the Faculty of Education, Ekiti State University, posted to various secondary schools in Ekiti State for a six-week teaching practice during 2010/2011 academic session. The sample included 119 males, 103 females, 78 (300-Level) and 144 (400-Level) students. Data were collected…

Using theoretical conceptions of third space and hybrid teacher education, the authors engaged in a collaborative self-study of their practices as university-based teacher educators working in student teaching partnership settings. The authors sought to understand ways in which hybrid teacher educators foster and mediate relationships to work…

Assessing the dispositions of pre-service teachers who are in field internship experiences has been gaining attention by those persons responsible for the education and training of pre-service teachers. Disposition indicators have already been validated by researchers so that now raters know what to rate. There is an amorphous quality to the…

The University of North Carolina at Charlotte's College of Education offers a 100% online teacher licensure program. One component of the licensure program is the Graduate Internship, which involves the observation of graduate interns' teaching. With many current and potential students located in more remote areas of the state, the remote…