This study addresses the urgent need for change in clinical experiences that better prepare teacher candidates to negotiate the changing landscape of educational and accreditation policies and practices affecting P-12 classrooms. Specifically, the article examines the impact of a comprehensive 4-year initiative to transform traditional student teaching into yearlong, cotaught clinical experiences in a large state university that prepares approximately 1,000 prospective teachers each year in one of 22 initial certification programs. To document the effectiveness of the new practices, school–university researchers used a variety of mixed methodologies in a number of small studies. Although the overall findings are preliminary, they are being effectively used to identify promising practices and to inform future developments.
Bibliographical noteFunding Information:
This research was supported by funds received from the Kennesaw State University and Cobb County School District Teacher Quality Partnership Grant (2009–2015), funded through the US Department of Education, Grant Award Number U3365090070.
Marie Holbien was recently awarded Professor Emeritus status in the Department of Educational Leadership at Kennesaw State University. She holds an Ed.D. in Curriculum and Instruction from Auburn University. During her tenure at Kennesaw State University, she was a co-director a professional development school initiative funded by an $8 million U.S. Department of Education Teacher Quality Partnership grant that focused on transforming teacher preparation through a clinical supervision model. She also served as Director of the TQP Research Academy.
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