Designing and Implementing Site-Based Courses in Elementary Teacher Preparation

ABSTRACT

In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK–12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates’ perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher candidates’ perspectives on site-based course instruction, via the lenses of the key elements of this framework: autonomy, competence, belonging, and structure. Data analyses suggest teacher candidates identified both positive and negative aspects of site-based course instruction. Implications for teacher educators engaged in site-based course instruction include considerations of motivational constructs, as well as attention to planning, timing, and structure of the experience. Findings also indicate a need for a broader conversation among all stakeholders regarding the evolving nature of the work of teacher educators.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ All names are pseudonyms.