An increasing number of teaching qualifications are underpinned by the concept of clinical practice (Alter & Coggshall, 2009; McLean Davies et al., 2013) and draw on clinical education research in the health professions. Teaching as a clinical practice profession is an emergent approach in teacher education. Clinical practice is not a wholesale shift in approach; rather it is a change in perspective that has the capacity to create changes in thinking about learning and teaching. The concept of clinical reasoning presented in this paper is offered as a key element in teacher education that requires greater emphasis. By moving away from apprenticeship and craft frameworks of teaching that were prevalent in teacher education (Hoffman-Kipp, Artiles, & Lopez-Torres, 2003), this approach to clinical reasoning can produce teachers who are better able to articulate their reasoning for pedagogical choices drawing on both school-based and research-based evidence so as to improve their own teaching and improve the teaching of others.
Kriewaldt, Jeana and Turnidge, Dagmar
"Conceptualising An Approach To Clinical Reasoning In The Education Profession,"
Australian Journal of Teacher Education: Vol. 38
, Article 7.
Available at: https://ro.ecu.edu.au/ajte/vol38/iss6/7