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- W2893521835 abstract "Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates." @default.
- W2893521835 created "2018-10-05" @default.
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- W2893521835 date "2018-09-26" @default.
- W2893521835 modified "2023-09-23" @default.
- W2893521835 title "From Collaborative Inquiry to Critical, Project-Based Clinical Experiences" @default.
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- W2893521835 doi "https://doi.org/10.4018/978-1-5225-6249-8.ch004" @default.
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