Abstract
This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.
TopChapter Objectives
- 1.
Describe a collaborative approach to clinical induction for student teachers or pre-service teachers as an alternative method to more traditional models.
- 2.
Describe the benefits of a collaborative clinical approach to clinical induction for student teachers or pre-service teachers.
TopIntroduction
Research in teacher preparation and novice teacher identity suggests that clinical experiences is one of the most impactful educational experiences that forms new teachers’ dispositions and identity and may predict levels of resiliency that influence teacher retention and burnout (Beck & Kosnik, 2002; Fives et al., 2007; Goldhaber et al., 2017). The National Council of Accreditation of Teacher Education (NCATE), states that:
The education of teachers in the United States needs to be turned upside down and to prepare effective teachers for 21st century classrooms, teacher education must shift away from a norm which emphasizes academic preparation and course work loosely linked to school-based experiences. Rather, it must move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses (2010, p. ii).
Resituating clinical practice within a collaborative lens that discourages a separation between university coursework and clinical application strengthens the experiences and outcomes for all involved. University based educator preparation programs (EPPs) can improve candidate experiences by considering a collaborative clinical model that creates mutually beneficial partnerships.
Key Terms in this Chapter
Co-Teaching: Two educators working collaboratively through the planning, instruction, and assessment process.
Clinical Practice: The process through which a pre-service teacher participates and gains experience with a practicing teacher in a PK-12 classroom.
Collaboration: A working and communicative partnership between university faculty, school district, teacher candidate, and clinical teacher meant to support the teacher candidate toward completion of clinical practice.
Clinical Teachers: The teacher who hosts a teacher candidate in their classroom, supporting them toward licensure.
Pre-Service Teacher: University student completing student teaching or clinical practice experience embedded in PK-12 school classrooms.
University Supervisors: Individuals who serve as liaisons between clinical placement and university supporting student teachers or pre-service teachers in the field through mentorship, observation, and evaluation.
Clinical Site: The PK-12 school and classroom in which the teacher candidate completes their student teaching or clinical practice experience.