A term used to describe teacher preparation programs that embed theoretical learning in K-12 classrooms, ensuring that field experiences support preservice teachers’ ability to make theory to practice connections.
Published in Chapter:
The Cambridge Schools Experience: Developing Literacy Educators within an International School-University Partnership
Danielle V. Dennis (University of South Florida, USA), Stephanie M. Branson (University of South Florida, USA), Brian M. Flores (University of South Florida, USA), and Allison M. Papke (University of South Florida, USA)
Copyright: © 2017
|Pages: 19
DOI: 10.4018/978-1-5225-1057-4.ch015
Abstract
Clinical field experiences are essential components of teacher education programs. Though largely missing from most teacher education programs, cross-cultural field experiences aid teacher development by broadening their perspectives of diversity, teaching, and learning. This chapter explores the experiences of both preservice and in-service teachers who participated in a four-week intensive field experience in Cambridge, England. The Cambridge Schools Experience (CSE) curriculum emphasizes: 1) noticing and naming literacy practices, 2) deepening understandings of literacy teaching and learning, 3) being responsive in the moment, and 4) being a collaborative educator. Along with findings from the study, we discuss the program structure, as well as barriers to implementation and suggestions for overcoming those barriers to ensure program longevity.