Teachers whose preparation programs focused on the work of the classroom, provided a supervised clinical experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically oriented preservice training.56 Prospective teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experi
Teachers whose
preparation programs focused on the work of the classroom, provided a supervised clinical
experience, and gave them the opportunity to engage in the practices of teaching were able to drive greater learning gains for their students once in the classroom than those who did not receive the same kind of clinically
oriented preservice training.56 Prospective
teachers who had a longer clinical experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student teacher was adequate, compared with their peers who had shorter clinical experi
teachers who had a longer clinical
experience reported greater confidence in their teaching abilities and were more likely to say that the length of time they spent as a student
teacher was adequate, compared with their peers who had shorter clinical
experiences.57