Best Teaching Practices for Preservice Teachers’ Professional Development: Clinical Supervision Model

Many involved in teacher education have heard, “i had to learn to teach after i actually started to teach” from experienced teachers. this statement illustrates the gap between theoretical knowledge learned in educational faculties and the implementation of this knowledge in school practice. one way to span this gap is to build bridges between theory and practice. in this paper, the faculty-school cooperation booklet, published by the national ministry of education, will be critically analyzed as the theoretical foundation and implementation of a tübitak funded program to implement a “clinical supervision model” is discussed. the clinical supervision model has been recognized as a critical component of students’ putting into practice the knowledge gained in education faculties in their school practice.