Document Type

Article

Publication Version

Accepted (peer-reviewed) Version

Publication Date

6-2018

Abstract

A recurring problem in university teacher education programs is the lack of connection between what teacher candidates do in coursework and what they practice in classroom field placements. This article describes the efforts of the secondary teacher education program (STEP) faculty in the College of Education and Human Sciences at South Dakota State University to redesign their coursework and field experiences into a residency program to better address the development of teacher candidates and needs of school districts. The authors reflect upon their efforts using a Communities of Practice framework. There are implications in the redesign process for teacher education programs hoping to address similar situations for the benefit of the teacher candidate, the universities, and the school districts.

Publication Title

Family and Consumer Sciences Research Journal

Volume

46

Issue

4

First Page

406

Last Page

420

DOI of Published Version

10.1111/fcsr.12265

Publisher

Wiley Online

Rights

Copyright © 2018 Wiley

Comments

This is the peer reviewed version of the following article: Hales, P., Kampmann, J., & Stremmel, A. (2018). Secondary teacher education program redesign as a community of practice. Family and Consumer Sciences Research Journal, 46(4).], which has been published in final form at
https://doi.org/10.1111/fcsr.12265

This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

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