Constructing a New Vision for Teacher Residents’ Development: The Complexities of Implementing Professional Learning within School-University Partnerships

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 2
  In Roundtable Session: Centering Mentor Teachers, Transforming Residencies: Equity-Driven Mentoring and Professional Learning in SUPs

Abstract

Professional learning (PL) is universally lauded as a crucial component for enhancing teaching quality among aspiring teachers, yet meaningful PL experiences within university-based residencies remain understudied and difficult to implement—particularly as residents balance placement and licensure requirements. This mixed-methods case study, grounded in complexity theory, examines PL opportunities among residents (N=36) across four cohorts within the Teacher Education Residency Consortium (TERC) program in the southwestern United States. Research questions focused on residents’ PL experiences, amount of PL completed, programmatic support, and residents’ capacity to address competing responsibilities. Findings inform coherent policies and practices for effective teacher residency implementation, supporting school-university partners in aiding residents’ meaningful engagement in PL amid additional residency obligations.

Author

• Valerie Hill-Jackson, Texas A&M University