Search results for: Ryan Ann Marie

In this study, the authors investigate how field-based teacher preparation supports candidates’ evolving understanding and learning about the nature of educational policy in practice. The findings indicate that candidates developed enduring understandings regarding the relationship between educational policy and classroom practice through the field-based module. In addition, candidates understand the multiple layers and actors in educational policy, including the central role of teachers in implementing policy in practice to meet the needs of diverse students. The authors emphasize the importance of field-based teacher education.