Responding to the Call to Prepare Highly Effective Teacher Candidates in the United States: The Curriculum Redesign Effort in Advancing Teacher Education

Tachelle Banks, Debbie Jackson, Brian Harper

Abstract


This article supports the notion of high quality clinical teacher preparation models and lays out an argument for investing in professional education that is organized around more coherent systems for cultivating clinical practice. This article outlines the creation and implementation of a clinically-based teacher preparation program. Project CREATE, the result of the contributions of university faculty, administrators, and P-12 stakeholders, proposes strict admission criteria, extensive field experiences, and the integration of field-based assignments and collaborative mentoring by university and P-12 faculty to address criticisms aimed at traditional models of teacher training.


Full Text: PDF DOI: 10.5539/hes.v4n2p9

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This work is licensed under a Creative Commons Attribution 3.0 License.

Higher Education Studies  ISSN 1925-4741 (Print)   ISSN 1925-475X (Online)

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