Teacher preparation has been widely criticized for over 50 years. Scholars in the 1950s attacked programs for being too practical and non-intellectual (Popham & Greenberg, 1958), yet recent critiques claim that teacher preparation is overly academic, with insufficient attention to teaching practice (Carnegie Corp. of New York, N., 1986; Zeichner, 2010; Greenberg, McKee, & Walsh, 2013). In particular, many argue that the disconnect between academic knowledge studied in coursework and the teaching practice observed in field placements leave novice teachers ill-prepared for classroom life (Zeichner, 2010; Darling-Hammond, 2020; Valencia, 2009). In response, many advocate for teacher training that tightly connects academic knowledge and teaching practice (Berry et. al. 2008; McDonald, Kazemi, & Kavanagh, 2013; Zeichner, 2010). University-based teacher educators have responded in various ways: creating professional development schools, asking students to analyze videos of master teaching, strengthening alignment with needs of school districts, and incorporating practice teaching into coursework (Zeichner, 2010). Simultaneously, many alternative certification programs emphasize practice teaching during training. For example, in some fast-track preparation programs (e.g. Teach for America, New York City Teaching Fellows) pre-service teachers learn by teaching summer school courses and receiving feedback from instructional coaches (Teach For America, 2014; NYC Teaching Fellows, 2014). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]