A subgroup of a network improvement community focused on developing an understanding of a particular problem of practice through improvement science.
Published in Chapter:
Implementation of Paired Placement and Co-Planning/Co-Teaching Field Experience Models Across Multiple Contexts
Marilyn Elaine Strutchens (Auburn University, USA), Ruthmae Sears (University of South Florida, USA), Jennifer Whitfield (Texas A&M University, USA), Stephanie Biagetti (California State University – Sacramento, USA), Patti Brosnan (The Ohio State University, USA), Jennifer Oloff-Lewis (California State University – Chico, USA), Pier Angeli Junor Clarke (Georgia State University, USA), Jamalee (Jami) Stone (SDBOR, USA), David R. Erickson (University of Montana, USA), Christopher Parrish (University of South Alabama, USA), Basil M. Conway IV (CSU, USA), and Ruby L. Ellis (Auburn University, USA)
Copyright: © 2019
|Pages: 32
DOI: 10.4018/978-1-5225-6249-8.ch002
Abstract
A consortium of 24 universities and their school partners engaged in a networked improvement community design to develop clinical experience models designed to build candidates' facility with the effective mathematics teaching practices and other equitable teaching strategies to promote secondary school students' success in achieving college- and career-ready standards. The authors discuss mechanisms to aid in the implementation of two alternative models: 1) the paired placement model, in which two prospective teachers are paired with a single mentor teacher, allowing the mentor teacher to provide purposeful coaching and mentoring and the two pre-service teachers to offer each other feedback, mentoring, and support; and 2) co-planning and co-teaching, which has been found to help teacher candidates gain greater pedagogical content knowledge and knowledge of students through collaboration and communication between teacher candidates and mentor teachers who plan, implement, and assess instruction together.