Putting Quality over Quantity: The Greater Reflection and Reduced Roster Approach to Clinical Practice

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 1
  In Roundtable Session: Reflection as Transformation: Preservice Teacher Learning Through Clinical Practice, Simulations, and Technology

Abstract

This qualitative study explores the impact of the Greater Reflection and Reduced Roster (GRRR) approach in a secondary humanities teacher preparation program. By decreasing Clinical Interns’ teaching load, the program aims to provide more time for reflection and collaboration. Research questions focus on stakeholders’ perceptions of this approach. Preliminary findings indicate mixed responses: Clinical Interns appreciated the reduced pressure, while many Collaborating Teachers felt it insufficiently prepared students for the full scope of teaching demands. Challenges also included variability in how reflection was utilized. This study contributes to ongoing debates about the balance between quality and quantity in clinical experiences and emphasizes the importance of intentional reflection in fostering educators committed to equitable teaching practices.

Author

• Kathryn Luet, Rowan University