Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)

 

Date of this Version

5-20-2025

Document Type

Portfolio

Citation

Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, May 2025

Comments

Copyright 2025, Jillian Harpster. Used by permission

Abstract

This portfolio includes the course context and organizational format of a junior-level required course for pre-service secondary English teachers. Formatting and context information include teaching methods and course materials. As a central teaching method of the course, students are required to attend a practicum that is additional to their observational practicum (sophomore year) and their clinical practicum (senior year). In this way, the praxis of the coursework and the informal practicum serve as an intentional moment of praxis, while also scaffolding students towards their senior year practicum and beyond (student teaching, early career teaching). Ultimately, the argument of the portfolio is that this structured clinical experience, though additional to clinical hours towards certification, is beneficial for pre-service teachers' growth as practitioners.

Share

COinS