The Pursuit of a Collegial Model of Clinical Practice: The Story of One University

Toni S. Strieker, Woong Lim, Daphne Hubbard, Darren Crovitz, Kimberly C. Gray, Marie Holbien, Cherry Steffen

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


This study addresses the urgent need for change in clinical experiences that better prepare teacher candidates to negotiate the changing landscape of educational and accreditation policies and practices affecting P-12 classrooms. Specifically, the article examines the impact of a comprehensive 4-year initiative to transform traditional student teaching into yearlong, cotaught clinical experiences in a large state university that prepares approximately 1,000 prospective teachers each year in one of 22 initial certification programs. To document the effectiveness of the new practices, school–university researchers used a variety of mixed methodologies in a number of small studies. Although the overall findings are preliminary, they are being effectively used to identify promising practices and to inform future developments.

Original languageEnglish
Pages (from-to)118-137
Number of pages20
JournalAction in Teacher Education
Issue number2
Publication statusPublished - 2017 May 3

Bibliographical note

Funding Information:
Marie Holbien was recently awarded Professor Emeritus status in the Department of Educational Leadership at Kennesaw State University. She holds an Ed.D. in Curriculum and Instruction from Auburn University. During her tenure at Kennesaw State University, she was a co-director a professional development school initiative funded by an $8 million U.S. Department of Education Teacher Quality Partnership grant that focused on transforming teacher preparation through a clinical supervision model. She also served as Director of the TQP Research Academy.

Funding Information:
This research was supported by funds received from the Kennesaw State University and Cobb County School District Teacher Quality Partnership Grant (2009–2015), funded through the US Department of Education, Grant Award Number U3365090070.

Publisher Copyright:
© 2017, © 2017 Association of Teacher Educators.

All Science Journal Classification (ASJC) codes

  • Education


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