1. Rethinking Field Experiences in Preservice Teacher Preparation
Etta R. Hollins
Kauffman Endowed Chair for Urban Teacher Education University of Missouri, Kansas City

2. Teacher Preparation Program Qualities
Integrity
Trustworthiness
Coherence
Continuity
Consistency
Collaboration Practice-based Research

3. Perspectives on Field and Clinical Experiences
Representation/ Approximation
Cognitivist
Interpretive process
Constructivist

4. Clinical Experience: Representation and Approximation
Representation Model
Decomposition
Approximation
Representation Model
Guided Practice
Independent Practice

5. Comparison of perspectives
Representation/
approximation
Interpretive process
Reflection
Modeling/
Representation
Observation
decomposition
Practice/
approximation
Analysis
Focused Inquiry
Directed Observation
Guided Practice

6. Debriefing a Learning Segment
Traditional Student Teaching Debriefing
Interpretive Clinical Practice Debriefing
What worked?
What did not work?
What would you change or do differently in the future?
Did all of the students meet the learning objectives?
If not, which students struggled? What part of the learning experience was problematic? Did students have misconceptions or gaps in their prior knowledge that caused problems? What experiences will help these students meet the learning objectives?
What did you learn about the students? How will you use this new knowledge about your students to plan future learning segments?
Debriefing a Learning Segment

7. Interpretive Process: Clinical rotations
Curriculum framing
Epistemic practices
Teaching process
Theoretical perspective
Philosophical stance

8. Formats for Learning Individual Small groups Whole Class
Candidates learn to develop a learning profile and plan a learning segment, interpret the academic and social dynamics within a small group, and interpret the academic learning and social patterns among students in a class.

9. The Teaching Process
Planning
Enacting
Interpreting
Translating

10. Figure 4.1 Balancing guidance, support, and opportunities
Relationships
Respect
Trust
Affordances
Opportunities
Redirection
Refocus
Support
Guidance
Boundaries Constraints Consequences

11. Teacher Preparation Program Qualities
Integrity
Trustworthiness
Coherence
Continuity
Consistency
Collaboration Practice-based Research

12. Program Design Framework
Philosophical Stance
Theoretical Perspective
Curriculum Content
Epistemic Practices
Teaching Process
Hollins, E. R. (2011)

15. Teacher Preparation Program Services
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