At the Crossroads of Clinical Practice and Teacher Leadership: A Changing Paradigm for Professional Practice

This paper examines the endemic separation between K-12 schools and colleges of education in teacher preparation. Specifically, we examine a new approach related to the promise of clinical practice--a clinical practice program that overlaps a public high school, a graduate-level teacher preparation...

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Bibliographic Details
Published inInternational journal of teacher leadership Vol. 7; no. 1; pp. 17 - 36
Main Authors Sawyer, Richard D, Neel, Michael, Coulter, Matthew
Format Journal Article
LanguageEnglish
Published California State Polytechnic University, Pomona 2016
Subjects
Barriers
Case Studies
Coding
College Faculty
Creativity
Doctoral Programs
Elementary Secondary Education
Experiential Learning
Graduate Students
High Schools
Interviews
Secondary School Teachers
Student Attitudes
Student Teaching
Surveys
Teacher Attitudes
Teacher Education Programs
Teacher Leadership
Teaching Methods
Teaching Skills
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Summary:This paper examines the endemic separation between K-12 schools and colleges of education in teacher preparation. Specifically, we examine a new approach related to the promise of clinical practice--a clinical practice program that overlaps a public high school, a graduate-level teacher preparation program, and a professional practice doctoral program. In this program, clinical practitioners are public high school teachers as well as instructors in a teacher preparation program and doctoral students at the same university. In order to examine easily overlooked aspects of this arrangement, we draw from third-space theory to examine cultural practices within this program from the perspectives of the teaching interns and the clinical practitioners. We operationalized these phenomena by examining creativity in thinking, transformations in practice, and reflection/reflexivity. The clinical practitioners benefited from creating a laboratory of practice within which they learned from the teaching interns, the students preparing to become teachers. The interns benefited from a growth in adaptive expertise within a laboratory of practice and development of teacher professionalism grounded in practice.
ISSN:1934-9726
1934-9726