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This mixed-methods study compared teacher candidates' (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs' perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced "reality shock" initially and developed greater teaching confidence and self-efficacy over two semesters.

This mixed-methods study compared teacher candidates' (TCs) perceived preparedness in a clinically oriented teacher education model, Clinical Experiences and Practices in Teaching (CEPT), to a traditional model. Eighteen TCs participating in the CEPT model and 22 non-CEPT TCs were surveyed and interviewed after 1 year of the program. Clinical Experiences and Practices in Teaching teacher candidates reported more frequent participation in collaboration, networking, and mentoring than the non-CEPT teacher candidates. No group difference in TCs' perceived preparedness to meet teaching standards was found. Interview data revealed that CEPT TCs experienced "reality shock" initially and developed greater teaching confidence and self-efficacy over two semesters. [ABSTRACT FROM AUTHOR]