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Field experiences play a significant role in teacher preparation. Having a variety of authentic interactions in real classrooms gives teacher candidates experiences that can connect course theory and discussion with practice, creating a repertoire from which to draw and use in their future classrooms. With that background in mind, in this study, the authors explored opportunities to support the preparation of teacher candidates through a collaborative partnership between an early childhood teacher preparation program and a public elementary school. Utilizing the perceptions of all participants in the partnership, the authors identified demonstrated growth in the teacher candidates: increased teaching confidence, improved teaching skills and abilities, and stronger relationships and greater collaboration among teacher candidates, mentor teachers, school administrators, and university faculty. Implications from this study include a better understanding of the critical aspects involved with university–school partnerships.
Quesenberry et al. (Fri,) studied this question.