American Educational Research Association 2014
This symposium examines the premises on which recent “clinical” teacher education programs are founded.
Four research studies, conducted in Ireland, the USA, Scotland and Australia, are presented as a sequenced narrative from the policy discourse/s framing teacher education to the rationale, implementation, and evaluation of clinical approaches to teacher pre-service education.
The designation of pre-service teacher education as “clinical” is both advocated and explicated. The symposium provides the opportunity to compare the evocative metaphors in which the goals of clinical teacher education programs are encrypted internationally and the role of such metaphors in shaping program implementation and evaluation.
International comparison subjects the coherence of the resultant narrative (rationale and implementation) to scrutiny unencumbered by locally-shared assumptions and priorities.
David Clarke, University of Melbourne, Australia
Ciaran Sugrue (and Presenter), University College Dublin
James Conroy (and Presenter), University of Glasgow
Moira Hulme, University of Glasgow
Larissa McLean Davies (and Presenter), University of Melbourne
Stephen Dinham, University of Melbourne
Melody Anderson, University of Melbourne
Jane Page, University of Melbourne,
Field Rickards (and Presenter), University of Melbourne,
Eleanor Wilson (and Presenter), University of Virginia
Michelle Young, University of Virginia
Tone Dyrdal Solbrekke, University of Oslo
Linda Darling-Hammond, Stanford University