Abstract
Practice-based teacher education is poised to improve teacher education by focusing on interns’ enactment of complex teaching practices and helping them develop these professional skills. However, much of this work has yet to study the trajectory of learning between university training and field experiences. This article explores seven history and social studies interns’ experiences with their cooperating teachers as they utilize two practices from their teacher training. Findings suggest that though interns were trained with carefully scaffolded experiences to use ambitious models of teaching and learning at the university, once they moved to the field classroom they were often on their own to use their teacher training. This article concludes with a call to action for universities to create more alignment between the field and the university to help interns develop professional skills.
Recommended Citation
Francis, Anthony Tuf
(2017)
"Reforming Only Half: A Study of Practice-Based Teacher Education in Traditional Field Placements,"
Mid-Western Educational Researcher: Vol. 29:
Iss.
3, Article 3.
Available at:
https://scholarworks.bgsu.edu/mwer/vol29/iss3/3
