Rethinking Field Experiences in Preservice Teacher Preparation Etta R. Hollins Kauffman Endowed Chair for Urban Teacher Education University of Missouri, Kansas City

Teacher Preparation Program Qualities Integrity Trustworthiness Coherence Continuity Consistency Collaboration Practice-based Research

Perspectives on Field and Clinical Experiences Representation/ Approximation Cognitivist Interpretive process Constructivist

Clinical Experience: Representation and Approximation Representation Model Decomposition Approximation Representation Model Guided Practice Independent Practice

Comparison of perspectives Representation/ approximation Interpretive process Reflection Modeling/ Representation Observation decomposition Practice/ approximation Analysis Focused Inquiry Directed Observation Guided Practice

Debriefing a Learning Segment Traditional Student Teaching Debriefing Interpretive Clinical Practice Debriefing What worked? What did not work? What would you change or do differently in the future? Did all of the students meet the learning objectives? If not, which students struggled? What part of the learning experience was problematic? Did students have misconceptions or gaps in their prior knowledge that caused problems? What experiences will help these students meet the learning objectives? What did you learn about the students? How will you use this new knowledge about your students to plan future learning segments? Debriefing a Learning Segment

Interpretive Process: Clinical rotations Curriculum framing Epistemic practices Teaching process Theoretical perspective Philosophical stance

Formats for Learning Individual Small groups Whole Class Candidates learn to develop a learning profile and plan a learning segment, interpret the academic and social dynamics within a small group, and interpret the academic learning and social patterns among students in a class.

The Teaching Process Planning Enacting Interpreting Translating

Figure 4.1 Balancing guidance, support, and opportunities Relationships Respect Trust Affordances Opportunities Redirection Refocus Support Guidance Boundaries Constraints Consequences

Teacher Preparation Program Qualities Integrity Trustworthiness Coherence Continuity Consistency Collaboration Practice-based Research

Program Design Framework Philosophical Stance Theoretical Perspective Curriculum Content Epistemic Practices Teaching Process Hollins, E. R. (2011)

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