The Development of Preservice Teaching Competencies

Teacher Education Programs (TEPs) face challenges in connecting theory and practice to develop competent preservice teachers. The purpose of this study was to explore the experiences of preservice teachers within a developing university-school district partnership. We asked the following questions: (1) How do preservice teachers describe challenges and sources of support during a yearlong teaching residency? (2) How do preservice teachers describe their development in various competencies during their residency year? (3) How do preservice teachers perceive the coherence of the university-school district partnership? We collected data through focus groups occurring throughout the year. Our results show the importance of the sources of support from both the mentor teacher and the university supervisor and maintaining relationships between placement schools and the university to increase program coherence. However, a stronger emphasis is needed on assessment and classroom management.