Novice teachers' perceptions of clinical experience and their preparedness to teach in high-need urban schools

Author

• Robin D. Renelus, University of North FloridaFollow

Year

2026

Season

Summer

Paper Type

Doctoral Dissertation

College

Silverfield College of Education and Human Services

Degree Name

Doctor of Education in Curriculum and Instruction (EdD)

Department

Teaching, Learning, and Curriculum

Committee Chairperson

Terrie Galanti

Second Advisor

Elizabeth Hale Rozas

Third Advisor

Pamela Williamson

Department Chair

Christian Winterbottom

College Dean

Daniel Dinsmore

Abstract

This hermeneutic phenomenological study examined novice teachers’ perceptions of how clinical experiences in a teacher preparation program prepared them to teach in high-need urban schools. The study included 12 novice teachers with three or fewer years of teaching experience who completed their clinical experience at the same university in Northeast Florida. Data were collected using Seidman’s (2019) three-interview approach, which explored participants’ backgrounds, day-to-day teaching experiences, and reflections on their sense of preparedness. Data were analyzed to develop textural descriptions of what participants experienced and structural descriptions of how those experiences were shaped (Moustakas, 1994).

Participants described clinical experiences as providing a strong instructional foundation, particularly in lesson planning, content delivery, and classroom routines. However, their understanding of preparedness shifted once they became teachers of record. Preparedness was not experienced as complete at the end of their clinical experience. Instead, it developed over time as participants assumed full responsibility for instruction, classroom management, relationships, communication, and the emotional demands of teaching. Many described this transition as immediate, requiring them to manage multiple responsibilities without the level of support they had during their clinical placements.

Participants also described a disconnect between what they learned in coursework and the realities of teaching in high-need urban schools. While they were introduced to concepts such as culturally responsive teaching, they reported learning how to apply these practices through direct xii classroom experience. Their experiences reflected an ongoing process of learning through practice, reflection, and adjustment as they responded to the demands of their classrooms.

The findings suggest that preparedness is best understood as a developmental process that continues beyond teacher preparation. Clinical experiences provide an important starting point, but do not fully capture the complexity of teaching in high-need urban settings. These results highlight the need for stronger alignment between teacher preparation programs and school contexts, as well as continued support for novice teachers as they transition into full-time teaching.

Suggested Citation

Renelus, Robin D., "Novice teachers' perceptions of clinical experience and their preparedness to teach in high-need urban schools" (2026). UNF Graduate Theses and Dissertations. 1452.
https://digitalcommons.unf.edu/etd/1452