Literature reviews 2018

Authors: Amalia Ran

Chief Editor: Liat Josefsberg Ben-Yehoshua

Academic Advisor: Shlomo Beck

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This literary review focuses on teacher residency programs that originated in schools in the United States a couple of decades ago as a result of teacher shortages in urban areas across the country, which were characterized by multicultural and minority student populations. Based upon the clinical training model in medicine, teacher residency programs stressed strong practical training of students prior to their induction and entry to the field as certified teachers. Similarly, teacher residency programs offered a unique curriculum that provided strong practical training in schools embedded in theoretical and academic frameworks. Parallel to traditional university-based teacher education programs, which focused principally on academic and theoretical perspectives and which offered few opportunities for practical training for preservice teachers, as well as parallel to alternative teacher education programs that have emerged few years later, emphasizing technical and professional facets of teacher education, emerged a third type of teacher education programs: the residency programs. Teacher residency programs nourished from both pillars of teacher education models and they shared several characteristics: partnership between academic institutions and training schools; excellence of professional development schools; significant clinical training of preservice teachers; emphasis on the role of teacher-mentors and of supervision; school-based curriculum; full-year clinical practice; and continued support and evaluation.