A case study to explore the perspectives of participants in a year-long clinical residency at a local education agency in Tennessee
In the field of teacher preparation research, there is gap between educational policy and the personnel participating in the year-long clinical residency model. It is impossible to collect noteworthy research relating to the year-long clinical residency without hearing from the participants themselves. The purpose of this case study was to examine perspectives of a pre-service teacher, a mentor teacher, a school principal, and a university supervisor regarding the year-long clinical residency at one elementary school. In this single case study, artifacts, surveys, and interviews were gathered on the four participants. The participants were from an elementary school, in a single local education agency in middle Tennessee. The basic research question that guided this study was What are the perspectives of a pre-service teacher, a mentor teacher, a school principal, and a university supervisor regarding the year-long clinical residency? Through analysis of the artifacts, surveys, and interviews, the process of inductive analysis assisted the researcher to identify topics within each data source. Findings from this study are essential for determining how educational policymakers and teacher preparation programs approach the year-long clinical residency model. Various conclusions were made regarding the year-long clinical residency process, including the year-long residency is the best preparation for pre-service teachers, as well as the importance of limiting instructional strategy and personality conflicts between the pre-service and mentor teachers. Further conclusions and recommendations for future research are included.
Amy B Brown,
"A case study to explore the perspectives of participants in a year-long clinical residency at a local education agency in Tennessee"
ETD Collection for Tennessee State University.