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Direct linkSantoyo, Christina; Zhang, Shaoan – Teacher Education Quarterly, 2016
Teacher candidates (TCs) use clinical experiences to enact concepts taught in their university courses; therefore field experiences may be the most important component of teacher preparation (Hammerness et al., 2005). TCs require support and guidance as they learn to adapt curriculum materials for effective use in the classroom (Davis, 2006). They…
Descriptors: Preservice Teachers, Student Teachers, Lesson Plans, Field Experience Programs
Pence, Holly M.; Macgillivray, Ian K. – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
This study addresses the question, "What is the impact of an international field experience on preservice teachers?" and corroborates many of the findings of a similar study by Willard-Holt [(2001). "The impact of a short-term international experience for preservice teachers." "Teaching and Teacher Education, 17,"…
Descriptors: Preservice Teacher Education, Preservice Teachers, Focus Groups, Program Effectiveness
Allsopp, David H.; DeMarie, Darlene; Alvarez-McHatton, Patricia; Doone, Elizabeth – Teacher Education Quarterly, 2006
A long-standing goal for many teacher preparation programs is to link theory to practice (i.e., "linkages") for teacher candidates through close university-school partnerships. Essentially, the professional development schools (PDS) models were established to bridge this gap of theory and practice and to provide an environment in which…
Descriptors: Practicums, Professional Development Schools, Theory Practice Relationship, College School Cooperation
