Teachers in Teacher Education: Clinical Faculty Roles and Relationships

Abstract

Among the proposed responses if not solutions to the variously identified problems of U.S. education and teacher education is the creation of clinical faculty positions in teacher-education programs. Clinical faculty are outstanding, experienced elementary and secondary school teachers who work with college and university teacher-education programs. In this article, we examine the roles and relationships of clinical faculty in university teacher-education programs to understand better (a) how clinical faculty might contribute to the improvement of teacher education, and (b) obstacles to clinical faculty becoming a regular part of teacher-education programs. We begin by surveying the current roles of clinical faculty and their relationships with other players in teacher-education programs. Then we sketch a brief history of clinical faculty to provide perspective on the present. We conclude by critically reexamining roles and relationships and by considering implications for teacher-education reform with emphasis on the obstacles to institutionalization of clinical faculty programs.

The Effects of an Alternative Model of Student Teaching Supervision on Clinical Master Teachers

“…In such a model, the supervisors' "main influence would be on the cooperating teacher, and indirectly, on the school environment" (Emans, 1983, p. 16). Recent efforts have been made in teacher education to "bridge the gap" between university-based faculty and school-based faculty by focusing on school-university partnerships (Cornbleth & Ellsworth, 1994). These programs would allow college supervisors to work in a supportive rather than dominant role (Kagan & Tippins, 1993).…”

Collaboration Between Schools and Universities in Early Childhood Teacher Education

“…Cornbleth & Ellsworth (1994) trace the practice as far as 1839 in the normal schools of the United States. The Holmes Group (1986) has recommended the involvement of classroom teachers in the preparation of future teachers and, in Australia as elsewhere, there have been calls for those involved in teacher education to demonstrate 'recent and relevant' experience in schools (Williams, 1992).…”

“…An important study by Cornbleth & Ellsworth (1994) examined approximately 20 teacher education programmes in the United States which utilised some form of clinical faculty, other than those serving as co-operating teachers or practicum supervisors. The purpose of their survey was to explore how clinical faculty might contribute to the improvement of teacher preparation programmes, and what obstacles might exist to this becoming a regular part of pre-service programmes.…”

Clinical Faculty in Colleges of Education: Problems and Prospects

“…Furthermore, there are few studies that examine the "cultural" problems that typically arise when a clinical "subculture" is incorporated into a professional program at a university (Pounder, 1994) and even fewer studies that suggest possible solutions to these problems (Cornbleth & Ellsworth, 1994). This essay represents an initial attempt to examine these issues, with special reference to the clinical subculture in colleges of education.…”

“…Attempting to explain the cultural conflicts that frequently arise with the emergence of a clinical subculture in colleges of education, Cornbleth & Ellsworth (1994) enumerated four types of role problems. First is "role perception disjunction," which occurs "when players' own role perceptions [fail] to coincide with others' perceptions of their roles" (p. 64).…”