Affiliation:
1. Colorado State University, USA
2. Fort Collins High School, USA
3. Arizona State University, USA
Abstract
In this chapter, the authors discuss clinical practice as a key component to field-based teacher education. Clinical practice constructed within a professional development school (PDS) model is based upon the work of Dewey, Vygotsky, and Goodlad, and provide the basis for this work. Dewey's center of pedagogy and learning through direct experiences, connected with Vygotsky's socially constructed relational imitation experiences linked with common language, juxtaposed to Goodlad's simultaneous renewal of university and PK-12 partnerships all intersect in the work of clinical practice. The authors then present a logic model framework in which to design field-based educator preparation considering the theory and research discussed. The chapter concludes with highlighting practice-based solutions and recommendations through three case studies showcasing implementation of the logic model framework in action.
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