At the Crossroads of Clinical Practice and Teacher Leadership: A Changing Paradigm for Professional Practice

Autor/inn/en	Sawyer, Richard D.; Neel, Michael; Coulter, Matthew
Titel	At the Crossroads of Clinical Practice and Teacher Leadership: A Changing Paradigm for Professional Practice
Quelle	In: International Journal of Teacher Leadership, 7 (2016) 1, S.17-36 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9726
Schlagwörter	Elementary Secondary Education; Teacher Education Programs; High Schools; Doctoral Programs; Secondary School Teachers; College Faculty; Graduate Students; Creativity; Teaching Methods; Teaching Skills; Case Studies; Student Attitudes; Barriers; Surveys; Interviews; Coding; Teacher Attitudes; Teacher Leadership; Experiential Learning; Student Teaching + Suchen Sie Ihr Suchwort? High school; Oberschule; Doktorandenprogramm; Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Case study; Fallstudie; Case Study; Schülerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Codierung; Programmierung; Lehrerverhalten; Lehrerfunktionsstelle; Experiental learning; Erfahrungsorientiertes Lernen; Teaching practice; Unterrichtspraxis
Abstract	This paper examines the endemic separation between K-12 schools and colleges of education in teacher preparation. Specifically, we examine a new approach related to the promise of clinical practice--a clinical practice program that overlaps a public high school, a graduate-level teacher preparation program, and a professional practice doctoral program. In this program, clinical practitioners are public high school teachers as well as instructors in a teacher preparation program and doctoral students at the same university. In order to examine easily overlooked aspects of this arrangement, we draw from third-space theory to examine cultural practices within this program from the perspectives of the teaching interns and the clinical practitioners. We operationalized these phenomena by examining creativity in thinking, transformations in practice, and reflection/reflexivity. The clinical practitioners benefited from creating a laboratory of practice within which they learned from the teaching interns, the students preparing to become teachers. The interns benefited from a growth in adaptive expertise within a laboratory of practice and development of teacher professionalism grounded in practice. (As Provided).
Anmerkungen	California State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01