Adding the “T” to the “PACK” in Clinical Experiences: How Technology Shaped Our Pandemic Teacher Education Pedagogies and Partnerships

References

• American Association of Colleges for Teacher Education (AACTE). (2018). A pivot toward clinical practices, its lexicon, and the renewal of educator preparation: A report of the AACTE clinical practice commission. Author.
   Google Scholar
• Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. doi:https://doi.org/10.3102/0013189X11428813
   Web of Science ®Google Scholar
• Aubusson, P., & Schuck, S. (2013). Teacher education futures: Today’s trends, tomorrow’s expectations. Teacher Development, 17(3), 322–333. doi:https://doi.org/10.1080/13664530.2013.813768
   Google Scholar
• Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60(5), 497–511. doi:https://doi.org/10.1177/0022487109348479
   Google Scholar
• Beck, C., & Kosnik, C. (2017). The continuum of pre-service and in-service teacher education. In D. Jean Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (Vol. 1, pp. 107–122). Thousand Oaks, CA: Sage.
   Google Scholar
• Boyd, A., Gorham, J. J., Justice, J. E., & Anderson, J. L. (2013). Examining the apprenticeship of observation with preservice teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly, 40(3), 27–49.
   Google Scholar
• Campbell, S. S., & Dunleavy, T. K. (2016). Connecting university course work and practitioner knowledge through mediated field experiences. Teacher Education Quarterly, 43(3), 49.
   Google Scholar
• Clifton, J., & Jordan, K. (2019). Who is the hybrid teacher educator? Understanding professional identity in school–university partnership. In A. Gutierrez, J. Fox, & C. Alexander (Eds.), Professionalism and teacher education: Voices from policy and practice (pp. 71–90). New York, NY: Springer.
   Google Scholar
• Cochran-Smith, M., & Zeichner, K. (Eds.). (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Council for Accreditation of Educator Preparation (CAEP). (2022). CAEP accreditation standards: Standard 2: Clinical partnerships and practice. Retrieved from http://caepnet.org/standards/2022/standard-2
   Google Scholar
• Cuenca, A., Schmeichel, M., Butler, B. M., Dinkelman, T., & Nichols, J. R., Jr. (2011). Creating a “third space” in student teaching: Implications for the university supervisor’s status as outsider. Teaching and Teacher Education, 27(7), 1068–1077. doi:https://doi.org/10.1016/j.tate.2011.05.003
   Web of Science ®Google Scholar
• Darling-Hammond, L., Pacheco, A., Michelli, N., LePage, P., & Hammerness, K. (2005). Implementing curriculum renewal in teacher education: Making organizational and policy change. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 442–479). Hoboken, NJ: John Wiley.
   Google Scholar
• Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547–561. doi:https://doi.org/10.1080/0161956X.2014.939009
   Google Scholar
• Dennis, D., Burns, R. W., Tricarico, K., Van Ingen, S., Jacobs, J., & Davis, J. (2017). Problematizing clinical education: What is our future? In R. Flessner & D. Lecklider’s (Eds.), The power of clinical preparation in teacher education (pp. 1–20). Lanham, MD: Rowman & Littlefield; Association of Teacher Educators.
   Google Scholar
• Easterday, M. W., Lewis, D. R., & Gerber, E. (2014). Design-based research process: Problems, phases, and applications. Proceedings of International Conference of the Learning Sciences, ICLS, Boulder, CO, 1, 317–324.
   Google Scholar
• Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 53–65.
   Web of Science ®Google Scholar
• Fitchett, P. G., King, E. T., Fisher, T., Coffey, H., & Harden, S. (2018). Building program coherence and the (un)intentional clinical experiences for first-semester preservice teacher. Action in Teacher Education, 40(3), 319–335. doi:https://doi.org/10.1080/01626620.2018.1486747
   Google Scholar
• Flessner, R., & Lecklider, D. R. (Eds.). (2017). The power of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield; Association of Teacher Educators.
   Google Scholar
• Forzani, F. M. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357–368. doi:https://doi.org/10.1177/0022487114533800
   Web of Science ®Google Scholar
• Fraser, J. W., & Watson, A. M. (2014). Why clinical experience and mentoring are replacing student teaching on the best campuses. Princeton, NJ: The Woodrow Wilson National Fellowship Foundation.
   Google Scholar
• Gelfuso, A., Dennis, D. V., & Parker, A. K. (2015). Turning teacher education upside down: Enacting the inversion of teacher preparation through the symbiotic relationship of theory and practice. The Professional Educator, 39, 2.
   Google Scholar
• Goldhaber, D., Krieg, J., & Theobald, R. (2017). Does the match matter? Exploring whether student teaching experiences affect teacher effectiveness. American Education Research Journal, 54(2), 325–359. doi:https://doi.org/10.3102/0002831217690516
   Web of Science ®Google Scholar
• Goodnough, K., Osmond, P., Dibbon, D., Glassman, M., & Stevens, K. (2009). Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions. Teaching and Teacher Education, 25(2), 285–296. doi:https://doi.org/10.1016/j.tate.2008.10.003
   Web of Science ®Google Scholar
• Grossman, P., Kazemi, E., Kavanagh, S. S., Franke, M., & Dutro, E. (2019). Learning to facilitate discussions: Collaborations in practice-based teacher education. Teaching and Teacher Education, 81(2019), 97–99. doi:https://doi.org/10.1016/j.tate.2019.02.002
   Web of Science ®Google Scholar
• Group, H. (2007). The holmes partnership trilogy: Tomorrow’s teachers, tomorrow’s schools, tomorrow’s schools of education. New York, NY: Peter Lang Publishing.
   Google Scholar
• Gutiérrez, K. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. doi:https://doi.org/10.1598/RRQ.43.2.3
   Web of Science ®Google Scholar
• Hodges, T. E., Blackwell, B., Mills, H., Scott, J., & Somerall, S. (2017). Learning to theorize from practice: The power of embedded field experiences. In C. Martin & D. Polly (Eds.), Handbook of research on teacher education and professional development (pp. 34–47). Hershey, PA: IGI Global.
   Google Scholar
• Horn, I. S., & Campbell, S. S. (2015). Developing pedagogical judgment in novice teachers: Mediated field experience as a pedagogy in teacher education. Pedagogies, 10(2), 149–176. doi:https://doi.org/10.1080/1554480X.2015.1021350
   Web of Science ®Google Scholar
• Koehler, M. J., & Mishra, P. (2008). What is technological pedagogical content knowledge (TPCK)? In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (pp. 3–30). New York, NY: American Association of Colleges for Teacher Education.
   Google Scholar
• Martin, S. D., Snow, J. L., & Franklin Torrez, C. A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299–311. doi:https://doi.org/10.1177/0022487110396096
   Web of Science ®Google Scholar
• Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:https://doi.org/10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Mishra, P., & Koehler, M. J. (2008, March 24–28). Introducing technological pedagogical content knowledge. Paper presentation. American Educational Research Association Annual Meeting, New York, NY, United States.
   Google Scholar
• National Association for Professional Development Schools (NAPDS). (2021). What it means to be a professional development school: The nine essentials (2nd ed.). Retrieved from https://napds.org/nine-essentials/
   Google Scholar
• Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of, and through technology. In R. J. Sternberg & D. D. Preiss (Eds.), The educational psychology series. Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 71–86). Lawrence Erlbaum Associates.
   Google Scholar
• Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52–59. doi:https://doi.org/10.1162/0011526054622015
   Web of Science ®Google Scholar
• Smagorinsky, P., Shelton, S. A., & Moore, C. (2015). The role of reflection in developing eupraxis in learning to teach English. Pedagogies: An International Journal, 10(4), 285–308. doi:https://doi.org/10.1080/1554480X.2015.1067146
   Web of Science ®Google Scholar
• Soja, E. W. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Hoboken, NJ: Blackwell.
   Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college and university-based teacher education. The Journal of Teacher Education, 61(1–2), 79–99. doi:https://doi.org/10.1177/0022487109347671
   Web of Science ®Google Scholar
• Zeichner, K., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122–135. doi:https://doi.org/10.1177/0022487114560908
   Web of Science ®Google Scholar
• Zenkov, K., & Pytash, K. (2018). Critical, project-based clinical experiences: Their origins and their elements. In K. Zenkov & K. Pytash (Eds.), Clinical experiences in teacher education: Critical, project-based experiences in diverse classrooms (pp. 1–17). Oxfordshire, UK: Routledge.
   Google Scholar