Abstract

This article supports the notion of high quality clinical teacher preparation models and lays out an argument for investing in professional education that is organized around more coherent systems for cultivating clinical practice. This article outlines the creation and implementation of a clinically-based teacher preparation program. Project CREATE, the result of the contributions of university faculty, administrators, and P-12 stakeholders, proposes strict admission criteria, extensive field experiences, and the integration of field-based assignments and collaborative mentoring by university and P-12 faculty to address criticisms aimed at traditional models of teacher training.

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