Clinical Experiences in Urban Schools: Translating Theory Into Practice

• In Event: Preparing Preservice Teachers for Urban Schools

Abstract

This study highlights teacher candidates’ (TCs) perspectives of clinical experiences in urban schools in their teacher preparation program, and what aspects contributed to development of their content knowledge and pedagogical skills. Additionally, we examined how TCs were able to translate theory to practice in urban placements, how this impacted their feelings of preparedness, and gave them opportunities to demonstrate proficiency in professional teaching standards. Findings suggest that while clinical experiences positively contributed to the development of components of the Knowledge Base for Teaching framework (Darling-Hammond & Bransford, 2005) and professional teaching standards, some TCs noted gaps in their clinical placements that did not allow some aspects to fully develop, making it difficult to connect theory to practice.

Authors

• Arthi B. Rao, University of Illinois at Chicago

• Jennifer D. Olson, University of Illinois at Chicago