In this article three stages of a holistic early field experience are presented. Before the early field experience, focuses of knowledge acquisition for both classes are highlighted. During the early field experience, the cycle of concrete experience, observation and reflection, and modification application is explained with the structure and…

Empowering students to utilize science and mathematics to solve the world's problems is needed to prepare them for their future. To do that, science and mathematics teachers must know how to integrate engineering into their classrooms. In this chapter, we describe a novel museum-based field experience for novice science and mathematics teachers to…

As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction…

The rationale, process, critical features, and lessons learned by faculty members during the redesign and implementation of our previously existing special education teacher education program into an innovative program integrating research-supported effective teacher education practices are described in this article. We begin with the rationale…

Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with…

For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education…

Researchers and mathematics educators are trying to understand which learning experiences will help pre-service secondary mathematics teachers (PSMTs) be successful in the classroom. The purpose of this article is to contribute to the understanding of educational experiences that will lead to PSMTs, learning practices for teaching secondary…

The Academy for Educational Development (AED) sent a research team to the University of Dayton (UD) on November 5-7, 2008, to conduct interviews with individuals who played significant roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional materials provided by UD and identified by the AED…

The purpose of this chapter is to advance the concept of pedagogical content knowledge in a manner that would better align it with the integrative type of knowledge needed by teachers at all three stages (preservice teachers, induction teachers, and cooperating teachers), allowing them to use model-based instruction (MBI) most effectively in…

This article describes an English language arts teacher preparation perspective that considers middle school students as part of the teacher educator team. Based on a recognized gap in the literature about students as powerful partners, the authors undertook a 3-year study to explore the question, "What do preservice middle school teachers…

A mediating approach is implemented into a section of Block I courses elementary pre-service teachers took in a cohort setting in Spring 2002. The paper discusses the components of the approach as well as the logistics of the initial implementation. Furthermore, the paper provides qualitative and quantitative analysis of a set of data gathered…

This paper describes the University of Northern Colorado's Secondary Professional Teacher Education Program (PTEP), which involves a partnership with seven local area high schools and places approximately 200 secondary teacher candidates each semester in these schools. The program brings together university faculty members from the Colleges of…

The physical education teacher education (PETE) curriculum is an area in need of continual assessment, revision, and refinement. Physical education teacher education programs share the ambitious goal of producing effective, novice physical educators. As the understanding of the instructional issues associated with preparing teachers continues to…

Field experiences and clinical practice are considered the most important and most influential component of teacher preparation programs. The National Council for the Accreditation of Teacher Education Programs (NCATE) has established six standards to measure the effectiveness of teacher education programs; field experiences and clinical practice…

Teacher education programs are being encouraged to collaborate with K-12 partners to develop and implement contextually rich field experiences that integrate methods course instruction with public school practices. As a result, we outline four models of integrating methods instruction and field experiences and raise the question "How does the…