The goal of this chapter was to explore the impact of a field-centric, grade-band, and subject-area specific field experience model that is linked to corresponding coursework on novice teacher candidates\u27 conceptions of what it means to be a teacher. Grounded in the work of scholars such as Dewey, Piaget, and Vygotsky, this study explores three questions: What aspects of the Adopt-an-Apprentice program do teacher candidates view as beneficial to their understanding of the profession and their development as teachers? What benefits, if any, do classroom teachers derive from hosting teacher candidates in the Adopt-an-Apprentice program? What is the impact of grade band/subject-area field experiences on teacher candidates\u27 conceptions of being a teacher? Using quantitative and qualitative surveys, the study illustrates how coursework linked to authentic application in clinical settings empowered novice teacher candidates to understand and engage content, pedagogy, and standards
