000			01900nam a22002537a 4500
003			ZW-GwMSU
005			20210427092705.0
008			210426b ||||| |||| 00| 0 eng d
022			_a00049441
040			_aMSU _cMSU _erda
100	1		_aDinham, Stephen _eauthor
245	1	0	_aConnecting clinical teaching practice with instructional leadership / _ccreated by Neil Dinham
264			_aLos Angeles _bSage _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume 57 , number 3 , _aAustralian Journal of Education
520			_aThere have been persistent concerns over teacher pre-service education for decades. The basic model of university or college coursework plus practice teaching has been found wanting. Despite attempts to rectify this, beginning teachers in Australia rate themselves as not being well prepared when they begin full-time teaching. This article examines these concerns before offering an alternative. There are two aspects to this new model: a clinical approach to teacher pre-service education, coupled with new roles, practices and structures designed to overcome the so-called theory–practice gap and to enable implementation of clinical, interventionist practice. However, the adoption of a clinical approach to teacher education and teaching practice requires understanding, knowledge, commitment and support from education leaders if the cycle of teachers teaching as they were taught is to be broken. Educational leaders require a thorough grounding in instructional leadership for clinical teaching if real change towards evidence-based teaching practice is to occur.
650	4		_aInstructional leadership
650	4		_a Clinical teaching _x Teacher education
650	4		_aLeadership development
856			_uhttps://doi.org/10.1177/0004944113495503
942			_2lcc _cJA
999			_c156704 _d156704