ABSTRACT
The teacher preparation program design framework presented in this chapter includes conceptual elements and structural elements. The conceptual elements include a philosophical stance, a theoretical perspective on learning to teach, professional knowledge and skills, and epistemic practices. The structural elements include admission practices, the arrangement and relationship among courses and clinical experiences, assessment of candidates’ professional knowledge and skills, and program evaluation. The conceptual and structural elements in the program are interconnected, complementary in function, and supported by correlated practices and protocols. The interconnectedness of the conceptual and structural elements is foundational in the program development and renewal process. This framework supports the central and instrumental characteristics of academically based teacher preparation discussed in the Chapter 1.
