Preservice Teachers' Perceptions of Clinically Based and Non–Clinically Based Teacher Preparation Programs

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

Abstract

The current study compared teacher candidates’ (TCs) self-reflections of preparedness and perceived competency to teach in a clinically based and a non-clinically based teacher preparation model, and investigated how teacher candidates adapt to a clinically based model. Eighteen TCs participating in Clinical Experiences and Practices in Teaching (CEPT) model and twenty two non-CEPT TCs majoring in Secondary English and Social Studies were surveyed and interviewed in Year 1. Results showed more positive teacher candidates’ perceptions of preparedness and competency to teach in the CEPT model than in the non-CEPT model. CEPT teacher candidates experienced “reality shock” in the initial stage of program and developed more confidence as classroom teachers over two semesters.

Authors

• Jie Zhang, Western Kentucky University

• Jill Cabrera, Delta State University

• Cassie F. Zippay, Western Kentucky University

• Sylvia Dietrich, Western Kentucky University

• Kyong Hee Chon, Western Kentucky University

• Chunling Niu, Western Kentucky University