Student learning occurs when children and youth interact with the content. Enhancing the interaction of how this group interacts with content surrounds the essence of teaching and learning.
Published in Chapter:
Preparing Educators for Sustainability: One Center's Journey
Ann Sebald (Colorado State University, USA), Heidi Frederiksen (Colorado State University, USA), Derek Decker (Colorado State University, USA), Jennifer Roth (Fort Collins High School, USA), Wendy Fothergill (Colorado State University, USA), Juliana Searle (Colorado State University, USA), Jody Drager (Colorado State University, USA), Jennifer Castor (Colorado State University, USA), Cerissa Stevenson (Colorado State University, USA), Angela Roybal Lewis (Colorado State University, USA), and Andrea E. Weinberg (Arizona State University, USA)
Copyright: © 2019
|Pages: 31
DOI: 10.4018/978-1-5225-6249-8.ch001
Abstract
In this chapter, the authors discuss clinical practice as a key component to field-based teacher education. Clinical practice constructed within a professional development school (PDS) model is based upon the work of Dewey, Vygotsky, and Goodlad, and provide the basis for this work. Dewey's center of pedagogy and learning through direct experiences, connected with Vygotsky's socially constructed relational imitation experiences linked with common language, juxtaposed to Goodlad's simultaneous renewal of university and PK-12 partnerships all intersect in the work of clinical practice. The authors then present a logic model framework in which to design field-based educator preparation considering the theory and research discussed. The chapter concludes with highlighting practice-based solutions and recommendations through three case studies showcasing implementation of the logic model framework in action.