Framing a Research Agenda for Study of Clinical Practice in Preparation of Educators

• In Event: Roundtable Session 4
  In Roundtable Session: Unpacking the "Black Box" of Clinical Preparation of Educators: An Opportunity for Public Scholarship

Abstract

This paper shares the key constructs that assisted in unpacking clinical preparation as identified in the beginning stages of the initiative. A research team made up of faculty, doctoral students, and practitioners brought together to add a layer of inquiry to an accreditation initiative was the impetus for the work of the group. The research team framed the agenda for study of clinical preparation through unpacking their own knowledge base and consulting reform reports and research articles from their areas of expertise. Key theoretical constructs that inform the development of professionals identified as common for the group included: situated learning & cognition, adult cognitive development as part of adult learning theory, experiential learning, and reflective practice (Knowles, 2000; Lave & Wenger, 1991; Shulman, 1998; Schon, 1987; Dewey, 1938). ‘Domains of Interest’ that represented foci for study of preparation of educators were constructed from the literature review:
• Meta-assessment – faculty practices in assessment of candidate performance and candidate self-assessment of own performance (i.e. termed meta-assessment to include both foci).
• Curriculum and clinical connections – the theoretical frameworks of a program and how it aligns with how students are oriented to clinical practice; subject matter included in clinical practice; and clinical preparation approaches (i.e. Clinical component that engage candidates in reflection).
• Clinical roles in mentoring and supervision practices – identification of the clinical roles for faculty and field-based supervisors, cooperating teachers/counselors, administrators and the selection, training, and support of mentoring professionals in bridging university programs and clinical sites.
• Context and design of clinical practice – the clinical setting type, duration, schedule of responsibilities for interns and placement contexts.
The knowledge constructed within the ‘domains of interest’ represented cross-disciplinary findings from reform reports advocating the need to study educator preparation and research articles about clinical practice as a measure of program quality in educator preparation. The ‘domains of interest’ provided a conceptual frame and language (Shulman, 1998) with which to engage others in conversation and solicit feedback among our community of professionals and program faculty in the school. Rising from this process were targeted areas for deeper study. Targeted studies to be shared in this session define the first steps for unpacking of clinical preparation. These studies address: (a) preparation of candidates to meet the current problems of practice in school settings; (b) perceptions of field-based mentors and site supervisors regarding preparation needs for candidates, and (c) key clinical components that define candidate preparation experiences and faculty practices. Within these studies additional theoretical concepts are applied that relate to research about: learning teaching, dispositions as performances of understanding, and transformational learning (Feiman-Nemser, 2012; Grossman, 2010; Carroll,2010; Meizrow, 2000).
The conceptualization of clinical preparation within the ‘domains of interest’ represents a holistic frame that allowed targeted inquiries to emerge meeting the needs of faculty and constituent groups thus making the research initiative a bridge for public scholarship and engagement with educators.

Authors

• Patricia S. Tate, The George Washington University

• Carol A. Kochhar

• Ashley Briggs