Abstract

The authors describe how the preparation of doctoral students as teacher educators and scholars can be facilitated, supported, challenged, and enhanced by working in a clinically-intensive professional development school setting. They discuss the background on clinically-intensive programs for teacher preparation, explain the need for prospective teacher educators to engage in these types of programs during graduate school, describe the context within which they work, and consider the theoretical framework that helps explain their work before sharing narratives from several different perspectives.