Lin Rudder, Kristien Zenkov, Jenny Goransson, Stella Photiou Ettenson, Sibel Singleton
Abstract
This article describes an instrumental case study of a graduate-level teacher preparation course that merged practice-based (PBTE) assignments with critical, project-based (CPB) clinical experiences to address two research questions: 1) How might CPB clinical experiences address noted critiques of the PBTE model via a merged CPB/PBTE structure?, and 2) What are the impacts on preservice/early career teachers’ awareness of effective pedagogies that result from their experiences with a merged PBTE/CPB teacher preparation architecture? In this study, we analyzed qualitative photovoice data, revealing how the unique clinical elements of the course allowed preservice teachers to practice differentiation and consider how to integrate notions of equity and social justice into their pedagogies. Additionally, we examined how the course aided preservice teachers with identifying and decomposing effective pedagogies. We close with a discussion of considerations for future research and the implications of an emerging PBTE/CPB model for teacher education, including enhancing preservice and early career teachers’ pedagogical agency.
Recommended Citation
Rudder, L., Zenkov, K., Goransson, J., Photiou Ettenson, S., & Singleton, S. (2026). “It’s like being on a road trip with a driver you trust”: Augmenting practice-based methods with critical, project-based clinical experiences. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.9
DOI
Corresponding Author
Lin Rudder, George Mason University, 4400 University Dr, Fairfax, VA 22030
Email: [email protected]
ORCid: 0009-0008-8095-2859