oaioai:surface.syr.edu:excelsior-1000

The Role of the Clinical Educator in Teacher Preparation: An Exploratory Study of Perceptions of Preparedness

Abstract

As the demands on P-12 teachers increase, so do the demands on teacher preparation programs. In higher education institutions across the country, coursework is regularly updated to reflect changing academic standards, increasing diversity in classrooms, rigorous certification exams, etc. In addition, accreditation standards have been updated to reflect the need for P-12 partnerships in best preparing teacher candidates. As a result, clinical practice has come under focus. Yet the role of the clinical educator remains unclear. There is a gap in the literature regarding the preparedness and support of clinical educators, particularly addressing their role in developing teacher candidates along with higher education faculty. The assumption is that P-12 partners are prepared to co-construct experiences for teacher candidates. But, in specifically looking at clinical educators’ preparedness, there is a small research base. In response, this paper presents a quantitative study of clinical educators perceptions of their role in mentoring teacher candidates

Similar works

Full text

thumbnail-image

Syracuse University Research Facility and Collaborative Environment

Provided a free PDF
oaioai:surface.syr.edu:excelsior-1000Last time updated on 7/9/2019View original full text link

Having an issue?

Is data on this page outdated, violates copyrights or anything else? Report the problem now and we will take corresponding actions after reviewing your request.