Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

Field experiences has often been identified as the single most powerful component of a teacher education program by its graduates. For those teacher educators involved in field experiences and clinical practice, Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation is the perfect text. Teacher educators will discover thought-provoking chapters that help us reflect on the role field experiences play in a clinical practice program as well as research studies that help us understand different practices. Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation is a book that should be in every teacher educators’ library.

• PrefaceAcknowledgmentsChapter 1. Teaching as a Clinical Practice ProfessionPatrick M. JenlinkChapter 2. Preservice English Teachers’ Perceptions about Early Field Experiences: Value, Benefits, and ChallengesLeilya PitreChapter 3. Differing Approaches to Teacher Preparation: Perceptions of Collaboration in the FieldNatalie B. Tye and Sandy HutchinsonChapter 4. The Perfection Trap: The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career TeachersAi Kamei and Eden Haywood-BirdChapter 5. Exploring the Democratic Development of Teacher Candidates: Mentor Teacher Perceptions of Facilitating Spaces in the Clinical ModelMichael Hess, Charles Lowery, Sara L. Hartman, Christopher Kennedy, Marcy Keifer-Kennedy, Ann Kaufman, and Madison Paige McClainChapter 6. The Wicked Problem of Clinical Placement Selection and Preparing Teacher Candidates for Diverse ClassroomsKendra Hearn and Kevin HankinsonChapter 7. Measuring the Effects of a Merged, Dual-Certification Program in Elementary and Special Education on Preservice Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education and Efficacy to Implement Inclusive Practices: A Comparative StudyMiriam G. Lipsky and Andrea AdelmanChapter 8.Community-based Fieldwork as Clinical Practice: Re-Envisioning the Relationship between Curriculum, Teachers, and LearnersHeidi L. Hallman and Melanie N. BurdickChapter 9. Statewide Perspectives on Developing and Sustaining Partnerships for Clinical Experiences in TeachingVincent Connelly, Laura Wasielewski, Megan L. Birch, and Stephen J. BigajChapter 10. “What Else Can We Do?”: Teacher Preparation Programs as Fields of Epistemological Community TransformationsCarmen OcónChapter 11. Epilogue: Considerations for the Future of Clinical Practice in Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors

Patrick M. Jenlink is Regents Professor in the Department of Secondary Education and Educational Leadership, James I. Perkins College of Education, Stephen F. Austin State University.

Field experiences has often been identified as the single most powerful component of a teacher education program by its graduates. For those teacher educators involved in field experiences and clinical practice, Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation is the perfect text. Teacher educators will discover thought-provoking chapters that help us reflect on the role field experiences play in a clinical practice program as well as research studies that help us understand different practices. Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation is a book that should be in every teacher educators’ library.

• PrefaceAcknowledgmentsChapter 1. Teaching as a Clinical Practice ProfessionPatrick M. JenlinkChapter 2. Preservice English Teachers’ Perceptions about Early Field Experiences: Value, Benefits, and ChallengesLeilya PitreChapter 3. Differing Approaches to Teacher Preparation: Perceptions of Collaboration in the FieldNatalie B. Tye and Sandy HutchinsonChapter 4. The Perfection Trap: The Influence of ‘Perfectionism’ Upon Pre-Service and Early Career TeachersAi Kamei and Eden Haywood-BirdChapter 5. Exploring the Democratic Development of Teacher Candidates: Mentor Teacher Perceptions of Facilitating Spaces in the Clinical ModelMichael Hess, Charles Lowery, Sara L. Hartman, Christopher Kennedy, Marcy Keifer-Kennedy, Ann Kaufman, and Madison Paige McClainChapter 6. The Wicked Problem of Clinical Placement Selection and Preparing Teacher Candidates for Diverse ClassroomsKendra Hearn and Kevin HankinsonChapter 7. Measuring the Effects of a Merged, Dual-Certification Program in Elementary and Special Education on Preservice Teachers’ Sentiments, Attitudes, and Concerns about Inclusive Education and Efficacy to Implement Inclusive Practices: A Comparative StudyMiriam G. Lipsky and Andrea AdelmanChapter 8.Community-based Fieldwork as Clinical Practice: Re-Envisioning the Relationship between Curriculum, Teachers, and LearnersHeidi L. Hallman and Melanie N. BurdickChapter 9. Statewide Perspectives on Developing and Sustaining Partnerships for Clinical Experiences in TeachingVincent Connelly, Laura Wasielewski, Megan L. Birch, and Stephen J. BigajChapter 10. “What Else Can We Do?”: Teacher Preparation Programs as Fields of Epistemological Community TransformationsCarmen OcónChapter 11. Epilogue: Considerations for the Future of Clinical Practice in Teacher PreparationPatrick M. JenlinkAbout the Editor and Authors