Identification of factors affecting the implementation of clinical education of teacher-students in Farhangian University and offering a model for its effective implementation

Document Type : Original Article

Authors

1 PhD in education curriculum, Islamic Azad University of Arak

2 Associate professor of education curriculum , Farhangian University.

3 PhD in education curriculum

Abstract

Since the quality of teaching and learning has now been recognized as one of the most important factors in student learning, attention to teacher training has been at the head of the reformist programs of most countries in the world. They seek to answer the question, "What is the best way to effectively prepare teachers?" This has led to extensive studies, and in many of them, the importance of the use of clinical training in the preparation Teachers' education is emphasized by the modeling of medical faculties and hospitals affiliated with them. Therefore, the purpose of this study is to identify the factors influencing the implementation of this type of training in the preparation of student teachers in Iran. This study is a qualitative research based on the "Foundation Data" approach. In this section, using a snowball method, 60 experts, teachers, teachers and students were identified and interviewed. The information obtained from these interviews was written and analyzed using Strauss & Corbin's continuous comparison method. Eleven main themes emerged from findings that could affect the effective implementation of clinical education. These themes include: coordination and coherence of university and school, structuring for action, forming an interactive educational environment, collaborative operational planning, personnel professional development, student clinical experiences development, professional dialogue Performance-based assessment, feedback, improvement of learning chains and financial support. After extracting major categories and determining the core category in the selective coding stage, using the tracing of the main line of the story in the framework of a paradigm model, which includes the conditions, processes / interactions and consequences, than to provide a theory Grounds for action.

Keywords

References

Alter, J. (2009).  Teaching as a Clinical Practice Profession: Implications for Teacher Preparation and State Policy. Issue Brief
Anderson, L. & Stillman, J. (2011). Student teaching for a specialized view of professional practice, Opportunities to learn in and for urban, high-needs schools. Journal of Teacher Education, 62(5), 446-464.
American Association of Colleges for Teacher Education (2010). The Clinical Preparation of Teachers: A Policy Brief.
Barbara, C. Buckner (2011). Learning About Teaching: Redesigning Teacher Preparationm A Journal of the College of Education & Health Professions Columbus State University Volume 11, Number 1, Spring (2011)
Benner, Ronda G., Hughes, Molly Sutphen (2008). Patient Safety and Quality: An Evidence-Based Handbook for Nurses .Chapter 6 Clinical Reasoning, Decisionmaking, and Action: Thinking Critically and Clinically
Burn & Trevor (2015). A review of ‘research-informed clinical practice’ in Initial Teacher Education.
Charner, and Robin White (2015 Partnering to Prepare Tomorrow’s Teachers: Examples from Practice
Conroy, J.  Hulme, M. & Ian Menter (2013) Developing a ‘clinical’model for teacher education, Journal of Education for Teaching, 39:5, 557-573, DOI: 10.1080/01607476.1013.836339
Cornu, R. & Ewing, R. (2008). Reconceptualising professional experiences in pre-service teacher education, reconstructing the past to embrace the future. Teaching and Teacher Education, 14(7), 1799-1811.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.),Thousand Oaks, CA: Sage
Creswell.w. (2012). Qualitative Inquiry and Research Design: Choosing Among Five Approaches
Clinical Practice Handbook (2013).
Clinical Practice Handbook (CAL POLT PLMONA-2014-2015)
Darling-Hammond, L. (1990). On teaching as a profession: A conversation with
Linda Darling-Hammond. Educational Leadership, 46 (3), 11-17
Darling-Hammond L. (2000). How teacher education matters. Journal of Teacher Education, 51(3): 166-173.
Darling-Hammo N.  D. & J. Bransford (2005). Preparing teacher for a changing world (pp. 390-441). San Francisco: Jossey-Bass
Darling-Hammond. (2006). Professional development schools: Schools for a developing profession (pp. 103–119). New York, NY: Teachers College Press.
Darling-Hammond (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education.
Davis, S. & Fries (2007). Review of Research, School Leadership Study: Developing Successful Principals, Stanford Educational Leadership Institute and the Wallace Foundation.
Davies, L.;  Anderson, M..;  Deans, J.;  Dinham, S.; Griffin, P.;  Kameniar, B.; Page, J.; Reid, C.; Rickards, F.; Tayler, C. & Tyler, D. (2013). Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme, Journal of Education for Teaching, 39:1, 93-106
Davies, Melody Anderson; Jan Deans, Stephen Dinham; Patrick Griffin, Barbara Kameniar; Jane Page; Catherine Reid; Field Rickards; Collette Tayler & Debra Tyler (2012). Masterliness in the teachnig profession: global issues and local developments, Journal of Education for Teaching: International research and pedagogy.                                                     - DeJarnette & Maria Sudeck (2015). Supporting clinical practice candidates in learning community development, Teacher Development, 19:3, 311-317, DOI: 10.1080/13664530 .1015 .1017000
Dynarski;  Joshua D. Angrist; Sarah R. Cohodes; Susan M. Dynarski; Parag A. Pathak & Christopher R. Walters (2013). “Stand and Deliver: Effects of Boston’s Charter High Schools on College Preparation, Entry, and Choice,” NBER Working Papers 19175, National Bureau of Economic Research, Inc.
Department of Education, the Research and Workforce Planning Division (2011).Migration Planning guidance information documents Workforce Planning Best Practices
Grossman, P. (2010). Learning to practice: The design of clinical experience in teacher preparation. Policy Brief, May 1010. American Association of Colleges for Teacher Education and National Education Association: Washington, DC
Dinham, S. (2012 Walking the walk: The need for school leaders to embrace teaching as a clinical practice profession
Downey. M. (2011). Advancing and Sustaining a Clinical Teacher Preparation Partnership: An Exploratory Qualitative Case Study, University of Melbourne, Vic.
Evans-Andris, Melissa; Kyle, Diane W.; Larson, Ann E.; Buecker, Harrie; Haselton, W. Blake; Howell, Penny; Sheffield, Caroline; Sherretz, Christine & Weiland, Ingrid, Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis, Peabody Journal of Education, V 89,  N 4,  P 466-481, 2014
Fraser and Audra M. Watson (2014). Why Clinical Experience and Mentoring Are Replacing Student Teaching on the Best Campuses.
Fisher, R. (1998). Thinking about thinking: Developing metacognition in children. EarlyChild Development and Care, 141, 1-15.
Grossman, P.; Rust, F.; Shulman, L.; Darling-Hammond, L.; Hammerness, K.; Grossman, P.; Rust, F. & Shulman, L. (2005).  The design of teacher education programs. In Darling-Hammond, L. & Bransford, J. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp 390-441). San Francisco, CA: Jossey-Bass.
Grossman, Karen Hammerness & Morva McDonald. (2009). Redefining teaching, reimagining teacher education, Teachers and Teaching: Theory and Practice, 15:2,
273-289
Garrido, Melissa Downey (2011). Advancing and Sustaining a Clinical Teacher Preparation Partnership:An Exploratory Qualitative Case Study
Golding, C. (2011). Educating for critical thinking: Thought encouraging questions in a community of inquiry. Higher Education Research and Development, 30(3), 357-379.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London;
New York: Routledge
Higgs, J. (2008). Clinical reasoning in the health professions (3rd ed.), Amsterdam: Butterworth Heinemann.
Hollins, E. (2011). Teacher preparation for quality teaching. Journal of Teacher Education, 61(4), 395–407.
Johnson, R. B. & Christensen, L. B. (2010). Educational research: Quantitative, qualitative,
Kriewaldt & Dagmar Turnidge (2013). Conceptualising an Approach to Clinical Reasoning in the Education Profession. Australian Journal of Teacher Education .Vol 38, 6, June 1013, 103
Kiggundu E. (2009). Teaching practice: a make or break phase for student teachers.
Lorist, p. Hogeschool Utrecht Corinne van Velzen.(2007). Partnerships between Schools and Teacher Education Institutes, Christopher Bezzina, University of Malta, DOI: 10.1007/978-1-4020-8874-2_5 In book: Becoming a Teacher Educator, pp.59-73
Levine, A. (2006). Educating school teachers.Washington, D.C.: The Education Schools Project
Menter, I. & M. Hulme (2012). “Teacher Education in Scotland – Riding out the Recession?”Educational Research (Special Issue: Teacher Education: The Impact of the Global Recession). 54 (2): 149–160.
National Council for Accreditation of Teacher Education. (2010). Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers, www.ncate.org
Ritchhart, R. & Perkins, D. (2008). Making thinking visible. Educational Leadership, 65 (5), 57-61.and mixed approaches (4th ed.), Thousand Oaks, CA: Sage.
Sivakumaran & Glenda Holland & Leonard  Clark& Katharina Heyning & William Wishart & Beverly Flowers-Gibson (2011). University-school partnerships for clinical experiences: design, implementation, assessment, and data collection. Journal of Case Studies in Education
Triby, E. & Charlin, B. (2011). An analysis of clinical reasoning through a recent and comprehensive approach: the dual-process theory.Medical Education Online, 16(1), 1-9.
Velzen and Miranda Timmermans (2014). What can we learn from the shift towards a more schoolcentred model in Netherlands? In Deveoping Outstanding Practice in School-based Teacher Education K. Jones & E. White (Eds.), (pp. 56-63). Northwich: Critical Publishing
Valencia, S.; Martin, S.; Place, N. & Grossman, P. (2009). Complex interactions in student teaching: Lost opportunities for learning. Journal of Teacher Education, 60(3), 304-322
- Waddell, J. & Vartuli, S. (2015).Moving from Traditional Teacher Education to a Field-Based Urban Teacher Education Program: One Program’s Story of Reform, University of Missouri, Kansas City
Waters. C. (2011). A clinical practicum Experience to prepare teacher candidates for classroom literacy in struction Karen
------------ (2014). A clinical practicum Experience to prepare teacher candidates for classroom literacy in struction Karen
Zeichner Ken (2010). The importance of strong clinical preparation, The American Association of colleges for teacher Education.washington, D.C. June 17, 1010
Zeichner, Z. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1-1), 89-99

Research in Teacher Education(RTE)
Volume 1, Issue 2
September 2017
Pages 55-85

Files

History

  • Receive Date: 25 April 2017
  • Revise Date: 01 January 2018
  • Accept Date: 27 October 2017

Share

How to cite

Statistics