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Direct linkKatherine Brodeur; Alicia Mrachko; Dylan Phillips; Bernadette Compton – Teacher Development, 2024
Traditionally, teacher candidate supervision models focus on evaluation rather than collaborative professional reflection. Through a university-district partnership, a new model was designed to disrupt this dynamic and draw on the expertise of practicing teachers to act as coaches. This case study describes the professional learning of novice…
Descriptors: Preservice Teachers, Coaching (Performance), Novices, Skill Development
