Abstract
In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.
DOI
https://doi.org/10.5038/2379-9951.4.2.1059
Recommended Citation
Roth, Jennifer J.; Decker, Derek; and Cooner, Donna D.
(2019)
"Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School,"
Journal of Practitioner Research: Vol. 4
:
Iss.
2
, Article 3.
https://doi.org/10.5038/2379-9951.4.2.1059
Available at: https://digitalcommons.usf.edu/jpr/vol4/iss2/3
Included in
Higher Education Commons, Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons
