Chapter 5: Enhancing Clinical Experiences Through Action Research: Teacher Educators Bridging the Gap Between Coursework and Field Experiences

Early childhood education (ECE) results in life-long benefits for children (e.g., Wylie & Vaughn, 2019) and is vital to a robust and thriving society (UNESCO, 2020). High quality teachers in ECE environments have knowledge of child development and developmentally appropriate practice, observe and document progress, embrace culturally and linguistically appropriate teaching practices, and use research-based approaches to support learning and development (NAEYC, 2019). It is imperative that preservice teachers (PST) gain not only theoretical knowledge in coursework but have opportunities to bridge theory and practice in clinical experiences (i.e., internships, student teaching) which occur in real-world classrooms. However, clinical experiences have been referred to as the “Achilles heel” of teacher education (Darling-Hammond, 2009) because of the persistent challenge of bridging theory and practice. This action research (AR) study is focused on the engagement of stakeholders in a university-based teacher education program and local Head Start program to identify mechanisms for meaningful collaboration to design and implement clinical experiences with enhanced outcomes for PSTs and teachers alike. This chapter will illustrate the role of AR in critically evaluating the needs of a variety of stakeholders and using an iterative approach to implementing and reflecting on innovations for change.