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Abstract The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the relationship between the pre‐service teacher and the mentor teacher, the contribution of the practicum to the pre‐service teacher, and the connection between theoretical and practical knowledge. Furthermore, the contribution of each of the three models is reflected in the scope of the experiential‐clinical component of the practicum; school‐academia partnerships; and the role of the principal of the training school. The study highlights the value‐added meanings and contributions of the experiential‐clinical component in teacher education programs in general and in the practicum in particular.
Grinshtain et al. (Mon,) studied this question.