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Clinical experiences, supported by well-prepared mentor teachers
and university-based teacher educators, are essential for
developing successful teacher candidates. While the design and
structure of these significant learning opportunities often vary
among preparation programs, a common feature is teacher candidates
work in partnered educational settings engaged in teaching that is
closely aligned with coursework and in collaboration with
individuals tasked with supporting their growth, development, and
entry into the profession. The primary purpose of this text is to
provide readers a varied set of examples from teacher preparation
programs that have established effective systems, practices, and/or
pedagogies to develop and support mentor teachers and
university-based educators in becoming effective clinical coaches.
The text endeavors to shine a bright light on those programmatic
efforts shaping teacher preparation in impactful, meaningful, and
sustainable ways. This text will be of primary interest to all
those working in organizations, institutes of higher education,
alternative licensure programs, and schools and districts involved
with the preparation of teacher candidates.
Clinical experiences, supported by well-prepared mentor teachers
and university-based teacher educators, are essential for
developing successful teacher candidates. While the design and
structure of these significant learning opportunities often vary
among preparation programs, a common feature is teacher candidates
work in partnered educational settings engaged in teaching that is
closely aligned with coursework and in collaboration with
individuals tasked with supporting their growth, development, and
entry into the profession. The primary purpose of this text is to
provide readers a varied set of examples from teacher preparation
programs that have established effective systems, practices, and/or
pedagogies to develop and support mentor teachers and
university-based educators in becoming effective clinical coaches.
The text endeavors to shine a bright light on those programmatic
efforts shaping teacher preparation in impactful, meaningful, and
sustainable ways. This text will be of primary interest to all
those working in organizations, institutes of higher education,
alternative licensure programs, and schools and districts involved
with the preparation of teacher candidates.
This edited text provides readers a varied set of examples from
teacher preparation programs that have established effective
systems, practices, and/or pedagogies to develop and support mentor
teachers and university-based educators in becoming effective
clinical coaches.
This edited text provides readers a varied set of examples from
teacher preparation programs that have established effective
systems, practices, and/or pedagogies to develop and support mentor
teachers and university-based educators in becoming effective
clinical coaches.
Trauma is a public health crisis. High rates of trauma exposure
among youth and the impact that experiences of trauma can have on
students' psychosocial and academic outcomes are well-established.
These traumatic events do not live outside of the scope of schools
and teaching. As children and teachers develop communities within
their classrooms and schools, trauma comes with those who have
experienced it, whether invited or not (Bien & Dutro, 2014).
This extended time that teachers spend with students inherently
provides opportunity to witness students' lived experiences
(Caringi et al., 2015; Motta, 2012). These experiences capture many
facets of students' lives, including traumatic events; however,
many teachers indicate that they feel unprepared to address
students who have experienced trauma in meaningful and sustainable
ways (Caringi et al, 2015). In response, many schools and districts
have adopted trauma-informed practices (Overstreet &
Chafouleas, 2016). This text addresses the gap in the literature in
embedding trauma-informed practices into pre-service teacher
education. This text provides examples of the various ways educator
preparation faculty are developing and implementing trauma-informed
practices across their programs, instituting broader curricular
shifts to incorporate trauma-informed practices, shifting
pedagogical practices to include trauma-informed practices and
collaborating across disciplines in order to ensure that teacher
candidates are thoughtfully prepared to address students' needs and
create classroom environments that are equitable, safe and
sustainable for students and teachers.
Trauma is a public health crisis. High rates of trauma exposure
among youth and the impact that experiences of trauma can have on
students' psychosocial and academic outcomes are well-established.
These traumatic events do not live outside of the scope of schools
and teaching. As children and teachers develop communities within
their classrooms and schools, trauma comes with those who have
experienced it, whether invited or not (Bien & Dutro, 2014).
This extended time that teachers spend with students inherently
provides opportunity to witness students' lived experiences
(Caringi et al., 2015; Motta, 2012). These experiences capture many
facets of students' lives, including traumatic events; however,
many teachers indicate that they feel unprepared to address
students who have experienced trauma in meaningful and sustainable
ways (Caringi et al, 2015). In response, many schools and districts
have adopted trauma-informed practices (Overstreet &
Chafouleas, 2016). This text addresses the gap in the literature in
embedding trauma-informed practices into pre-service teacher
education. This text provides examples of the various ways educator
preparation faculty are developing and implementing trauma-informed
practices across their programs, instituting broader curricular
shifts to incorporate trauma-informed practices, shifting
pedagogical practices to include trauma-informed practices and
collaborating across disciplines in order to ensure that teacher
candidates are thoughtfully prepared to address students' needs and
create classroom environments that are equitable, safe and
sustainable for students and teachers.
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