Moving From the Periphery to Practitioner: Investigating the Development of a Community of Practice Within a Year-Long Clinical Experience

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2025-02-28 DOI:10.1177/00224871251321898

Michael S. Putman, Drew Polly, Miranda S. Fitzgerald

引用次数: 0

Abstract

This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates’ perceptions of their preparation were associated with components of the CoP. Findings demonstrated the importance of candidates building foundational relationships with school personnel and peers and the impact of supported, authentic practice. Implications are discussed as related considerations to deepen partnerships and provide clinical experiences with structured opportunities for relationship building and examinations of practice.

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从外围移动到从业者：在一年的临床经验调查实践社区的发展

本研究报告了一项为期3年的项目，涉及在一所学校-大学合作伙伴关系中实施一项有意设计的为期一年的临床经验。研究问题集中于经验的组织方面对实践社区（CoP）发展的贡献程度，以及候选人对其准备工作的看法如何与CoP的组成部分相关联。调查结果显示了候选人与学校工作人员和同龄人建立基础关系的重要性，以及支持的、真实的实践的影响。影响讨论作为相关的考虑，以加深伙伴关系，并提供临床经验与结构化的机会，建立关系和考试的做法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).