Exploring Perceptions and Practices Among Preservice Teachers and Participating Elementary Teachers: A Clinical Immersion Model

• In Event: Roundtable Session 25
  In Roundtable Session: Critical Reflection for Change in Teacher Practice

Abstract

This qualitative research was conducted using portraiture methodology to explore the benefits of conducting three junior level teacher preparation courses within three elementary classrooms as a means for promoting learning for 64 pre-service teachers (undergraduate students) and the professional development of three collaborating elementary classroom teachers. Data was collected using four methods: observations, interviews, collected course artifacts, and researcher journals. Three portraits of goodness, or positive dimensions of the model, are showcased including authenticity, customized learning, and opportunity. Each dimension is presented in relation to the value of the experience from the perspectives of the pre-service teachers and participating classroom teachers.

Authors

• Christopher Michael Hansen, Illinois State University

• Roland Kerry Schendel, Illinois State University