Stepping It Up: Reframing Latinx Teacher Candidates Clinical Field Experiences

• In Event: 43.078 - MTCC Roundtable Session 16
  In Roundtable Session: 43.078-3 - Understanding Supervision for Preservice Teachers in Diverse Field Experiences

Abstract

This paper explores the outcomes of a university-district partnership that provides Latinx teacher candidates with a year-long clinical experience as the culmination of their teacher preparation. Qualitative data collected as part of a mixed methods study were analyzed to determine how Latinx teacher candidates and cooperating teachers understand learning to teach, and perceptions of the partnership. Results show an emphasis on mastering routines, learning to teach through observation, and reciprocal growth derived from their mentoring relationship. Salient is the tendency to homogenize Latinx students and a reductionist vision of diversity. The paper explores the positionality of culture and language in Latinx teacher preparation and implications for quality teacher preparation, including a structured clinically rich approach to learning to teach.

Authors

• Sandra I. Musanti, The University of Texas Rio Grande Valley

• Alma D. Rodriguez, The University of Texas Rio Grande Valley

• Patricia Alvarez McHatton, Branch Alliance for Educator Diversity