Purpose The study provides insight into the contribution of practice-based approaches by focusing on the voices of novice and experienced teachers as they reflect on what helped them as they became educators. Specifically, our work provides insight into the role of learning experiences that are embedded in schools and classrooms. Design/methodology/approach Data draw on a combination of qualitative and quantitative data including a survey and qualitative interview data. Findings We explore the significance novice and experienced teachers attribute to various teacher preparation practices and specifically methods courses that are embedded in schools. Based on our analysis, we are confident that students in practice-based programs benefitted from embedded methods classes that involved collaborating with teachers and working with children. At the same time, based on teacher reports, we recognize that embedded methods classes must better support teachers with classroom management, lesson planning and attending to student diversity Research limitations/implications While our relatively small sample size and reliance on teacher-reporting (i.e. survey and interviews) limits our claims, alumni from our certification programs valued the time they spent in classrooms, accompanying opportunities to observe different teaching styles and work with children from different communities. Thus, we recommend that teacher educators continue to explore the affordances on embedded learning experiences for preservice teachers. Originality/value While we value the strengths of our embedded program, we recognize that our efforts are incomplete and that embedded classes do not automatically address all aspects of becoming teachers.
Compton‐Lilly et al. (Sat,) studied this question.