An Examination of Time Allocation in Early Childhood Teacher Candidates' Clinical Field Placements

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Models of Co-Teaching and Mentor Relationships

Abstract

This research study examines how instructional time is allocated while teacher candidates are present in mentor teachers’ classrooms as part of the Clinical Model of teacher preparation. Researchers conducted 44 observations in 16 mentor teacher’ classrooms in three public school districts. The observations were quantified and analyzed to shed light on the nature of co-teaching, instructional decision-making, and student-teacher ratios during clinically-based field experiences. The findings reveal that overwhelmingly mentor teachers and teacher candidates use their time together to engage in co-teaching, which creates lower student-teacher ratios and allows for more flexible groupings of students. The study contributes meaningfully to what is known about effective implementation of clinically-based field experiences and suggests implications for positively impacting student learning outcomes.

Authors

• Sara Lohrman Hartman, Ohio University

• Michael Hess, Ohio University - Athens

• Charles L. Lowery, Ohio University

• Chris Kennedy, Ohio University

• Marcy Kennedy, Ohio University

• Cathy Mowrer, Marietta College

• Imran Mazid, Ohio University