TEACHERS IN TEACHER-EDUCATION - CLINICAL FACULTY ROLES AND RELATIONSHIPS

Among the Proposed responses if not solutions to the variously identif ied problems of U.S. education and teacher education is the creation o f clinical faculty positions in teacher-education programs. Clinical f aculty are outstanding, experienced elementary and secondary school te achers who work with college and university teacher-education programs . In this article, we examine the roles and relationships of clinical faculty in university teacher-education programs to understand better (a) bow clinical faculty might contribute to the improvement of teache r education, and (b) obstacles to clinical faculty becoming a regular part of teacher-education programs. We begin by surveying the current roles of clinical faculty and their relationships with other players i n teacher-education programs. Then we sketch a brief history of clinic al faculty to provide perspective on the present. We conclude by criti cally reexamining roles and relationships and by considering implicati ons for teacher-education reform with emphasis on the obstacles to ins titutionalization of clinical faculty programs.