Conflicting Expectations and Developing Relationships in Moving Toward a Clinically Rich Teacher Education Program

• In Event: Poster Session 13
  In Poster Session: Investigations of Teacher Education Program Design and Innovations

Abstract

Experts suggest that teacher preparation programs need to be more clinically-based in order to prepare teacher candidates for the challenges of real classrooms, but there is little research that details how teacher education programs evolve from traditional models to ones that are clinically-based. This case study examines what happened when a traditional teacher education faculty moved their courses from the “ivory tower” into a high school. What tensions arose when professors and teachers began working together? The data revealed that issues of goals and expectations and issues of authority and time were salient tensions that affected the collaboration.

Authors

• Jane Bolgatz, Fordham University

• Kristen H. Turner, Fordham University