Strengthening and Sustaining University Teacher Preparation Through Residencies: Lessons from ‘New Graduate Schools of Education’

This paper locates the impact and influence of teacher residency models within “new Graduate Schools of Education” (nGSEs), first identified by Cochran-Smith and colleagues in 2016, and explores lessons they offer traditional university teacher preparation within the rapidly changing landscape of U.S. teacher preparation. Traditional university-based teacher preparation programs may benefit from nGSEs’ residency approach to teacher preparation in terms of their fast-track speed, equity-centered and context specific instruction, significant emphasis on practice, and affordable tuition models.