TY - CHAP
T1 - Implementation of Paired Placement and Co-Planning/Co-Teaching Field Experience Models Across Multiple Contexts
AU - Strutchens, Marilyn Elaine
AU - Sears, Ruthmae
AU - Whitfield, Jennifer
AU - Biagetti, Stephanie
AU - Brosnan, Patti
AU - Oloff-Lewis, Jennifer
AU - Clarke, Pier Angeli Junor
AU - Stone, Jamalee
AU - Erickson, David R.
AU - Parrish, Christopher
AU - Conway, Basil M.
AU - Ellis, Ruby L.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - A consortium of 24 universities and their school partners engaged in a networked improvement community design to develop clinical experience models designed to build candidates' facility with the effective mathematics teaching practices and other equitable teaching strategies to promote secondary school students' success in achieving college- and career-ready standards. The authors discuss mechanisms to aid in the implementation of two alternative models: 1) the paired placement model, in which two prospective teachers are paired with a single mentor teacher, allowing the mentor teacher to provide purposeful coaching and mentoring and the two pre-service teachers to offer each other feedback, mentoring, and support; and 2) co-planning and co-teaching, which has been found to help teacher candidates gain greater pedagogical content knowledge and knowledge of students through collaboration and communication between teacher candidates and mentor teachers who plan, implement, and assess instruction together.
AB - A consortium of 24 universities and their school partners engaged in a networked improvement community design to develop clinical experience models designed to build candidates' facility with the effective mathematics teaching practices and other equitable teaching strategies to promote secondary school students' success in achieving college- and career-ready standards. The authors discuss mechanisms to aid in the implementation of two alternative models: 1) the paired placement model, in which two prospective teachers are paired with a single mentor teacher, allowing the mentor teacher to provide purposeful coaching and mentoring and the two pre-service teachers to offer each other feedback, mentoring, and support; and 2) co-planning and co-teaching, which has been found to help teacher candidates gain greater pedagogical content knowledge and knowledge of students through collaboration and communication between teacher candidates and mentor teachers who plan, implement, and assess instruction together.
UR - https://digitalcommons.usf.edu/tal_facpub/213
UR - https://doi.org/10.4018/978-1-5225-6249-8.ch002
U2 - 10.4018/978-1-5225-6249-8.ch002
DO - 10.4018/978-1-5225-6249-8.ch002
M3 - Chapter
BT - Handbook of Research on Field-Based Teacher Education
ER -