It Takes a Village: A Clinical Approach to Training Teacher Candidates for Collaboration

As classrooms become increasingly more diverse in terms of culture, linguistics, and student need, teacher education programs must evolve to develop teachers who are not only specialized in their field or content, but who are effective collaborators with colleagues and families. However, it is not e...

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Bibliographic Details
Published inSchool-university partnerships Vol. 12; no. 1; pp. 70 - 76
Main Authors Hooks, Sara D, Cruzado-Guerrero, Judith, Christenson, Lea Ann
Format Journal Article
LanguageEnglish
Published Lanham Emerald Group Publishing Limited 01.04.2019
National Association for Professional Development Schools
Subjects
Classrooms
Clinical Experience
Collaboration
College School Cooperation
Early Childhood Education
Early Childhood Teachers
Elementary schools
Faculty Development
Internships
Knowledge
Learning
Learning Processes
Linguistics
Mentors
Noncitizens
Partnerships in Education
Preschool education
Preservice Teacher Education
Preservice Teachers
Professional development
Professional Development Schools
Professionals
Role playing
School Community Relationship
Science education
Student Needs
Student Teaching
Students
Supervisors
Teacher Collaboration
Teacher education
Teacher Education Programs
Teacher Educators
Teaching
Teaching Methods
Young Children
United States > US
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Summary:As classrooms become increasingly more diverse in terms of culture, linguistics, and student need, teacher education programs must evolve to develop teachers who are not only specialized in their field or content, but who are effective collaborators with colleagues and families. However, it is not enough for teacher candidates to have knowledge of best practice for collaboration, they must have opportunities to practice in structured and safe situations to develop these skills (Ball, Sleep, Boerst, & Bass, 2009). This paper provides recommendations and guidance for implementing a clinical approach to prepare early childhood teacher candidates who are skilled in collaboration to meet a wide range of student needs across diverse instructional settings within a professional development school (PDS) model. Through a series of practice-based assignments and carefully selected field experiences, teacher candidates have opportunities to practice and apply skills related to collaborating with families and colleagues.
ISSN:1935-7125