Preparing Teachers In Clinical Field Experiences Through Improvement Science: A Conceptual Analysis
In March 2020, teacher educators representing seven university-based teacher preparation programs (TPPs) in the state of Texas pivoted their clinical field experiences online in response to the state’s mandate due to the Covid19 pandemic. This group collaborated as a networked improvement community (NIC) utilizing an improvement sciences approach for nearly three years to strengthen field based teacher education. In collaboration with two educational foundations, NIC members took stock of what they knew about coaching from working together and how that knowledge might be adapted to the remote environment. In this paper, the authors identify four focus areas in moving to remote teaching and coaching: exploring program visions and enactments, teacher candidate support, mentor and field experiences support, and building reciprocal professional communities. Preliminary findings of the initiated change within institutions based on social justice and equity that will support learning in hybrid or remote context are explored and analyzed
Juárez, L., Wetzel, M., Brower, S., Sosa-Sánchez, P., Garcia, C., Estrada, V., Davila, D., Whiteside, E., & Alexander, K. (2022). Preparing Teachers In Clinical Field Experiences Through Improvement Science: A Conceptual Analysis. The Texas Forum of Teacher Education, 12, 21–36.
The Texas Forum of Teacher Education
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