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Reimagining Clinical Experiences and Improving Opportunity to Learn for Both Teachers and Students at Public Schools
Sat, April 14, 4:05 to 5:35pm, New York Hilton Midtown, Floor: Concourse Level, Concourse E RoomSession Type: Symposium
Abstract
This session brings together researchers to articulate the design of clinical experiences that enhance novice teachers’ opportunities to learn. Six research teams will describe: (a) the type and nature of clinical experiences, and (b) tools and strategies to characterize its quality. The presenters will discuss ways to improve both novice and mentor teacher learning in clinical settings based on empirical findings. We seek to contribute to research on teacher preparation by providing comprehensive picture of various clinical experiences, by theorizing about the productive design of clinical experiences, and by explicating methodologies and tools to study professional learning in the clinical setting. This session will also provoke critical conversation about the role of teacher preparation in improving public education with well-prepared teachers.
Sub Unit
Chair
Papers
A First Look at the Impact of Selecting and Supporting Cooperating Teachers on Preservice Teachers - Kavita Kapadia Matsko, National Louis University; Matthew Ronfeldt, University of Michigan; Hillary L. Greene, University of Michigan - Ann Arbor
How Cooperating Teacher and University Supervisor Characteristics and Expectations Are Associated With Elementary Teaching Candidates' Opportunity to Learn and Knowledge for Teaching - Jason Miller, University of Virginia; Veronica Katz, University of Virginia; Peter A. Youngs, University of Virginia
Unequal "Opportunities to Learn Trajectories" for Preservice Teachers in Their Field Placement Schools - Karin Lohwasser, University of Washington; Tammy Quinn Tasker, University of Washington - Seattle; Mark A. Windschitl, University of Washington
Where Is the Best Field Placement? Exploring the Relationship Between Field Placement Classroom Settings and Novices' Learning of Complex Practices - Hosun Kang, University of California - Irvine; Yongyin Zhu, University of California - Irvine
Mentoring Activities as a Tool for Mentor Teacher and Novice Teacher Learning - Sarah Schneider Kavanagh, University of Pennsylvania; Adrian Cunard, University of Washington