![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
In this article, we explore how teacher preparation programs have developed from the mid-1800s to present day, emphasizing changes in the clinical component. Drawing from the history of teacher education from the normal schools of the 19th century to present-day interest in clinically based preparation, we first review the migration of teacher preparation from normal schools into higher education. Next we discuss how accreditation has shaped programs. We then turn our attention to major initiatives in the 1980s that explicitly focused on linking school improvement with teacher education reform—partnerships that emphasized clinical aspects of teacher preparation. Finally, we discuss efforts to enhance clinical learning, highlighting instructional strategies and issues regarding design, settings, and outcomes for programs as they work to meet challenging new accreditation standards.
Notes
AATC is now the American Association of Colleges for Teacher Education (AACTE).
In 1954, educators associated with various national organizations, including the National School Boards Association, American Association of Colleges for Teacher Education, Council of Chief State School Officers, and the National Education Association, created NCATE which assumed responsibility for national accreditation previously handled by AACTE.
Additional information
Notes on contributors
Betty Lou Whitford
Betty Lou Whitford, Ph.D., is the Dean of the College of Education at Auburn University and Wayne T. Smith Distinguished Professor. She has nationally recognized expertise in the foundations of education, educational policy, social studies education, and professional development schools and partnerships between universities and P-12 education.
Susan Kidd Villaume
Susan Kidd Villaume, Ph.D., is the Associate Dean for Academic Affairs and Certification Officer in the College of Education at Auburn University. Her research interests focus on studying the key components of highly effective teachers.