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Teachers in Teacher Education: Clinical Faculty Roles and Relationships:

Teachers in Teacher Education: Clinical Faculty Roles and Relationships: Among the proposed responses if not solutions to the variously identified problems of U.S. education and teacher education is the creation of clinical faculty positions in teacher-education programs. Clinical faculty are outstanding, experienced elementary and secondary school teachers who work with college and university teacher-education programs. In this article, we examine the roles and relationships of clinical faculty in university teacher-education programs to understand better (a) how clinical faculty might contribute to the improvement of teacher education, and (b) obstacles to clinical faculty becoming a regular part of teacher-education programs. We begin by surveying the current roles of clinical faculty and their relationships with other players in teacher-education programs. Then we sketch a brief history of clinical faculty to provide perspective on the present. We conclude by critically reexamining roles and relationships and by considering implications for teacher-education reform with emphasis on the obstacles to institutionalization of clinical faculty programs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Teachers in Teacher Education: Clinical Faculty Roles and Relationships:

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References (39)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312031001049
Publisher site
See Article on Publisher Site

Abstract

Among the proposed responses if not solutions to the variously identified problems of U.S. education and teacher education is the creation of clinical faculty positions in teacher-education programs. Clinical faculty are outstanding, experienced elementary and secondary school teachers who work with college and university teacher-education programs. In this article, we examine the roles and relationships of clinical faculty in university teacher-education programs to understand better (a) how clinical faculty might contribute to the improvement of teacher education, and (b) obstacles to clinical faculty becoming a regular part of teacher-education programs. We begin by surveying the current roles of clinical faculty and their relationships with other players in teacher-education programs. Then we sketch a brief history of clinical faculty to provide perspective on the present. We conclude by critically reexamining roles and relationships and by considering implications for teacher-education reform with emphasis on the obstacles to institutionalization of clinical faculty programs.

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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