A major challenge for teacher candidates is meeting the demands of the clinical practice experience which assesses how they make connections between their theoretical knowledge base and the real classroom experience. The critical integration of knowledge and pedagogy in academic subjects, the use of research-based, scientifically proven strategies and assessment practices, and the understanding of the culturally and linguistically diverse learning needs of students at various developmental levels based on specialty professional standards form the basis for successful teaching and learning. It is this foundation that aids teachers in meeting the multiple teacher licensure requirements. Guiding teacher candidates in thinking about, planning, implementing and reflecting on these elements require a systematic approach to clinical practice. This Conceptualization to Reflection Model provides a unique approach for clinical supervisors and cooperating teachers to preparing professional teachers to meet the rigors of the teaching profession. It also serves as a guide for teacher candidates to help them navigate the journey from student to practitioner. Since each teacher preparation program serves a distinct student population, we focus on three teacher preparation degree programs offered in our college: two elementary education and/or special education and one early childhood education to offer a inclusive approach to teacher preparation. This transnational comprehensive model is easily adapted to meet the diverse needs and developmental levels of students globally, and those preparing to teach them.
Tabora Johnson, Medgar Evars College - CUNY, USA
Sheilah Marion Paul, Medgar Evars College - CUNY, USA
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