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A Companion to Research in Teacher EducationClinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge

A Companion to Research in Teacher Education: Clinical Praxis Exams: Linking Academic Study with... [One of the more salient challenges facing teacher educators and curriculum leaders in schools is how to assist beginning teachers to link their academic studies with professional practice knowledge. Solutions from within the university frequently emphasise links between theory and practice through university based tasks requiring pre-service teachers (teacher candidates) to trial an idea in the classroom and report back in university classes. This approach can be seen as intrusive by classroom teachers or as decontextualised by teacher candidates and students in schools. On occasions, teacher candidates have reported complaints about this approach, as well as feeling the need to “take sides” in a perceived debate between academic studies and professional practice knowledge; however, the relationship between the two is more nuanced, complex, and multidimensional than a simple theory practice divide might suggest. In this chapter, we review literature that examines the complex and multidimensional nature of the challenge of linking academic studies with professional practice learning both in schools and within the university. This provides a context for our discussion of an innovative pedagogical and assessment practice, the Clinical Praxis Exam (CPE), which is a key feature of all Master of Teaching programs at the Melbourne Graduate School of Education. The CPE is described and the theoretical basis for the innovation is outlined. Particular attention is paid to the way in which the content of each CPE is drawn from the classroom practice of individual teacher candidates and their negotiations with students, mentor teachers, and school based university staff. The chapter then outlines responses from teacher candidates, mentor teachers, teaching fellows and university teachers who participated in two qualitative research projects examining the efficacy and impact of the CPE. Findings are then summarised and the next steps in the on-going refinement of the CPE are outlined.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Research in Teacher EducationClinical Praxis Exams: Linking Academic Study with Professional Practice Knowledge

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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-4073-3
Pages
53 –67
DOI
10.1007/978-981-10-4075-7_4
Publisher site
See Chapter on Publisher Site

Abstract

[One of the more salient challenges facing teacher educators and curriculum leaders in schools is how to assist beginning teachers to link their academic studies with professional practice knowledge. Solutions from within the university frequently emphasise links between theory and practice through university based tasks requiring pre-service teachers (teacher candidates) to trial an idea in the classroom and report back in university classes. This approach can be seen as intrusive by classroom teachers or as decontextualised by teacher candidates and students in schools. On occasions, teacher candidates have reported complaints about this approach, as well as feeling the need to “take sides” in a perceived debate between academic studies and professional practice knowledge; however, the relationship between the two is more nuanced, complex, and multidimensional than a simple theory practice divide might suggest. In this chapter, we review literature that examines the complex and multidimensional nature of the challenge of linking academic studies with professional practice learning both in schools and within the university. This provides a context for our discussion of an innovative pedagogical and assessment practice, the Clinical Praxis Exam (CPE), which is a key feature of all Master of Teaching programs at the Melbourne Graduate School of Education. The CPE is described and the theoretical basis for the innovation is outlined. Particular attention is paid to the way in which the content of each CPE is drawn from the classroom practice of individual teacher candidates and their negotiations with students, mentor teachers, and school based university staff. The chapter then outlines responses from teacher candidates, mentor teachers, teaching fellows and university teachers who participated in two qualitative research projects examining the efficacy and impact of the CPE. Findings are then summarised and the next steps in the on-going refinement of the CPE are outlined.]

Published: May 3, 2017

Keywords: Teacher Education; Teacher Education Programme; Clinical Specialist; Teacher Candidate; Academic Study

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