| Autor: |
Zenkov, Kristien, Dennis, Danielle V., Parker, Audra K. |
| Předmět: |
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| Zdroj: |
School-University Partnerships; Fall2019, Vol. 12 Issue 2, p62-72, 11p |
| Abstrakt: |
Recent reports from professional associations and accreditation agencies have highlighted a need for a rigorous, common set of expectations for clinical preparation experiences--a hallmark of educator preparation programs that are embedded in school/university partnerships and Professional Development Schools (PDSs). Missing in the movement toward consistent clinical practice guidelines is a shared language to describe these experiences and the roles they encompass. In this conceptual paper, we propose that without a unified vision of clinical practice and school/university partnerships-- represented by a common lexicon--teacher education structures and policies will continue to develop for rather than by our field's growing number of boundary-spanning practitioners, collaborating across PK- 12 school and university contexts. In support of this proposal, we summarize two national studies of the lexicon used by constituents of award-winning and PDS-based teacher preparation programs, revealing how the range of terms employed across programs can be perplexingly large, even to constituents in the same school or university setting. A shared lexicon drawn from the experiences of these educators--many of whom are leading members of the National Association for Professional Development Schools (NAPDS)--could have significant impacts on the practices and policies of teacher education. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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