Table Of ContentRETHINKING FIELD
EXPERIENCES IN PRESERVICE
TEACHER PREPARATION
The focus of this book is the centrality of clinical experiences in preparing
teachers to work with students from diverse cultural, economic and experiential
backgrounds.
Organized around three themes—learning teaching through the representa-
tion and approximation of practice; learning teaching situated in context; and
assessing and improving teacher preparation—Rethinking Field Experiences in Pre-
service Teacher Preparation provides detailed descriptions of theoretically grounded,
research-based practices in programs that prepare preservice teachers to contextu-
alize teaching practices in ways that result in a positive impact on learning for tra-
ditionally underserved students. These practices serve current demands for teacher
accountability for student learning outcomes and model good practice for engag-
ing teacher educators in meaningful, productive dialogue and analysis geared to
developing local programs characterized by coherence, continuity and consistency.
Etta R. Hollins is professor and Kauffman Endowed Chair for Urban Teacher
Education at the University of Missouri-Kansas City, USA.
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RETHINKING FIELD
EXPERIENCES IN
PRESERVICE TEACHER
PREPARATION
Meeting New Challenges for
Accountability
Edited by Etta R. Hollins
First published 2015
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an
informa business
© 2015 Etta R. Hollins
The right of the editor to be identified as the author of the editorial material,
and of the authors for their individual chapters, has been asserted in accord-
ance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without
intent to infringe.
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested.
ISBN: 978-1-138-82385-3
ISBN: 978-1-138-82386-0
ISBN: 978-1-315-74181-9
Typeset in Bembo
by Apex CoVantage, LLC
This book is dedicated to accomplished teaching that supports
each student in meeting the highest potential.
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CONTENTS
Preface ix
Acknowledgments xvii
1 Urban Schools as a Context for Learning Teaching 1
Magaly Lavadenz and Etta R. Hollins
PART I
Learning Teaching through the Representation
and Approximation of Practice 15
2 O pportunities and Pitfalls in the Turn toward
Clinical Experience in U.S. Teacher Education 20
Kenneth Zeichner and Marisa Bier
3 M oving from Recommendations to Action
in Preparing Professional Educators 47
Frances O’Connell Rust and Renée Tipton Clift
4 C linical Prototypes: Nontraditional Teacher
Preparation Programs 70
M ichelle Haj-Broussard, Jennifer L. Husbands,
Belinda Dunnick Karge, Kimberly Walker McAlister,
Marjorie McCabe, John A. Omelan, Phyllis Payne,
Vickie V. Person, Karen Peterson, and Cyndy Stephens
viii Contents
PART II
Learning Teaching Situated in Context 93
5 F ostering Community-Based Field Experiences
in Teacher Education 99
Heidi L. Hallman and Terri L. Rodriguez
6 Learning Teaching through Clinical Rotations 117
Etta R. Hollins
7 A Clinical Classroom Process 135
Antoinette S. Linton and Richard K. Gordon
8 C ommunity Immersion Teacher Development:
Pragmatic Knowledge of Family and Community
in Professional Field-Based Practice 151
P eter C. Murrell, Jr., Jessica Strauss, Rachel Carlson,
and Maritza Alcoreza Dominguez
PART III
Assessing and Improving Teacher Preparation 167
9 T eacher Performance Assessment: Readiness
for Professional Practice 171
Jamy Stillman, Gisele Ragusa, and Andrea Whittaker
10 B uilding a Research Agenda and Developing
Solutions for Challenges in Clinical Experiences 202
A my Bacevich, Stephanie L. Dodman, Lena
“Libby” Hall, and Meredith Ludwig
About the Contributors 222
Index 227
PREFACE
Failure of public education in urban communities is a familiar reality. Low-
performing schools far exceed the number of high-performing schools in urban
settings. However, it is the existence of high-performing urban schools and indi-
vidual high-performing teachers in low-performing schools that provide evi-
dence of what is possible for students in urban school settings. This evidence has
not led to the identification of practices or ways of thinking about practice that
result in our ability to foster consistently high outcomes for traditionally under-
served students.
The academic performance of underserved students depends on access to
high-quality teaching and learning experiences. The quality of teaching prac-
tices determines the quality of learning experiences provided for students. Thus,
classroom teachers have a powerful influence on student learning outcomes.
Darling-Hammond (2004) pointed out that “the fact that the least qualified
teachers typically end up teaching the least advantaged students is particularly
problematic, given recent studies that have found that teacher quality is one of the
most important determinants of student achievement” (p. 1056). The quality of
teaching practices provides one explanation for the general quality of academic
performance of P–12 students in public schools and some of the variation in per-
formance among sub-groups (Darling-Hammond, 2000).
The extent to which teaching practices provide meaningful and productive
learning experiences for students is influenced by the interrelationship among
learner characteristics, including background experiences, language and values;
and teaching practices; and learning outcomes. Further, teachers’ ability to provide
learning experiences for students that generate the expected outcome is influ-
enced by their knowledge of learning, particular learners, pedagogy and subject
