Year: 2025
Type: article
Abstract: This study investigates experiential learning’s role and efficacy within an educational preparation program (EPP) during their clinical experience. The study aims to understand the perceptions of teacher candidates who completed a traditional clinical experience compared to an alternative clinical experience as part of their bachelor’s degree in education. The results indicate that learning through experience and reflection upon those experiences provide an opportunity for improved support from EPPs and sponsoring districts. Data collected included feedback from teacher candidates on how the EPPs and sponsoring school districts could provide additional support. The responses were categorized into two groups: students completing their clinical experience in a traditional student-teaching placement and those completing their clinical experience through an alternative program as a Teacher of Record. The data was analyzed for common themes as well as themes unique to either category. The researchers found that both groups identified Professional Learning and Growth and Relationships and Support as strengths of the programs, while teacher candidates serving as Teacher of Record experienced more Financial Stability. Challenges shared between the groups were Balancing Responsibilities, Communication, and Classroom Management. Traditional teacher candidates experienced more Financial Insecurity and struggled with Lesson Planning and Adapting to Standards and Curriculum. The authors share ideas for how EPPs and sponsoring districts might improve clinical practices and opportunities for further research.
Source: Midwest journal of education.
DOI: 10.69670/mje.2.1.3
Authors: Jeri Goswick, Jamie Foister, Tonya Heavin
Institution: Missouri Southern State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4411362179