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Abstract

The persistent divide between theory and practice in teacher education has long been a subject of concern among researchers and scholars (Darling-Hammond, 2006; Zeichner, 2010). This paper explores teacher candidate perceptions of a clinically-rich (NASUP, 2021) middle grades teacher preparation program that has worked to create a “third space” (Zeichner, 2010) through a school-university partnership with a local middle school. Semi-structured interviews were conducted with teacher candidates (n=23) at the time of program completion. Findings suggest teacher candidates felt prepared and valued clinically-based activities and experiences. Teacher candidates suggest future improvements to the program should include more experiences tied to the school site. Implications and future directions are discussed.

Author Bio

Shawn A. Faulkner is a professor of middle grades education in the Department of Teacher Preparation and Educational Studies at Northern Kentucky University. He is a former middle school teacher, and his research interests are the implementation of effective middle grades practices and the preparation of middle grades teachers. He received his PhD in curriculum and instruction from the University of Toledo. Email: faulkners1@nku.edu

Michael DiCicco is a professor of literacy education in the Department of Teacher Preparation and Educational Studies at Northern Kentucky University. He is a former middle school teacher and his research focuses on middle level teacher preparation and middle level literacy. He received his PhD in curriculum and instruction from the University of South Florida. E-mail: diciccom1@nku.edu

DOI

10.20429/cimle.2025.29103

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