Teacher Candidate Perspectives From a Critical, Project-Based Clinical Experience Addressing Citizenship and Power

• In Event: Sheraton Roundtable Session 23
  In Roundtable Session: Reflective Modalities in Preservice Teachers' Field Experiences

Abstract

In this proposal, we describe a critical, project-based (CPB) clinical experience where 14 prospective social studies teachers worked one-to-one and in small groups with three classes of over 90 high school U.S. Government students in a large, diverse public high school to elicit youth perspectives on citizenship and power using creative writing and photography. The goal of this project was to include purposeful experiential learning opportunities for teacher candidates with unique projects for young people and examine the impact such a project had on teacher candidates. Our investigation includes an exploration of candidate, school-based teachers, and university faculty perspectives on the planning, execution, and impact of the project.

Authors

• Anthony Michael Pellegrino, The University of Tennessee - Knoxville

• Lindsay Zurawski, George Mason University

• Nisreen Daoud, George Mason University