Shared responsibility for teacher preparation: An exploratory study of the match between skills of clinical teachers and those required of their teacher candidates |
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| Institution: | 1. Division of Initial Professional Teacher Education, University of Colorado at Denver, CB 106, P.O. Box 173364, Denver, CO 80217-3364, USA;2. Division of Educational Psychology, University of Colorado at Denver, USA;1. Clinical Director, National Institute of Dental and Craniofacial Research, National Institutes of Health, Bethesda, MD;2. Resident-in-Training, Department of Oral and Maxillofacial Surgery, Massachusetts General Hospital, Boston, MA;3. Director, Biometrics, Biomedical Computer Research Institute, Philadelphia, PA; and Biostatistical Consultant, National Institute of Dental and Craniofacial Research, National Institutes of Health, Bethesda, MD;4. Walter C. Guralnick Distinguished Professor, Department of Oral and Maxillofacial Surgery, Chairman Emeritus, Massachusetts General Hospital, Harvard School of Dental Medicine, Boston, MA;6. Assistant Professor, Department of Oral and Maxillofacial Surgery, Massachusetts General Hospital, Boston, MA;1. University of Palermo, Palermo, Italy;2. ICAR-CNR, Palermo, Italy;1. Walter C. Guralnick Distinguished Professor and Chief Emeritus, Department of Oral and Maxillofacial Surgery, Massachusetts General Hospital, Harvard School of Dental Medicine, Boston, MA;2. Sacramento, CA |
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| Abstract: | This paper reports the results of a study conducted within the context of a school–university partnership. Researchers investigated the degree to which clinical teachers regularly use and model proficiently the skills and knowledge required of teacher candidates to successfully move towards initial licensure. Results were encouraging for most domains, although less so for areas such as math, standards-based curriculum, and technology. Results indicated differences in the perceptions of clinical teachers, site coordinators, site professors, and other faculty within the professional development school. Researchers discuss the implications for the teacher education and professional development components of school–university partnerships. |
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