Clinically Rich Teacher Preparation: Promises and Challenges

• In Event: 73.042 - Paired and Traditional Practicums in Clinically Rich and Non–Clinically Rich Teacher Education

Abstract

This presentation evaluates a clinically rich model of teacher preparation designed for those majoring in TESOL. A key component of this model is an extended, year-long, clinically-rich student teaching experience. In addition, we redesigned and re-structured core methods courses and conducted ongoing professional development to support the prolonged clinical practice. Survey, interview and observation data, combined with candidates’ learning-activity and lesson plans, were collected and analyzed to understand candidate learning. We find that this model both holds promise and presents challenges for improving candidates’ teaching abilities. We conclude that such a model can increase candidates’ readiness, understanding and teaching effectiveness, only if the clinical practice is carefully coupled with college courses and professional development.

Authors

• Long Peng, SUNY - College at Oswego

• Jean Ann, SUNY - College at Oswego

• Pat Russo, SUNY - College at Oswego

• Anneke McEvoy, SUNY - College at Oswego