A Signature Pedagogy: Empowerment through Embedded Methods Courses

There is widespread agreement that clinical practice should serve as a cen-
tral design component for teacher preparation programs. In this chapter,
we explore the many ways that the elementary education program at the
University of South Carolina (U of SC) realizes the call of the 2018 AACTE
Clinical Practice Commission Report. Specifically, we explore how the design
of our program and its signature pedagogy—embedded methods courses and
sustained attention to student diversity—empower teacher candidates to be
active participants in the development of knowledge, skills, and dispositions
for 21st century teaching. First, we share specifics about our elementary pro-
gram and the professional development schools network it is situated within.
Then, we delve into the design of the U of SC elementary embedded methods
course model. Finally, we share findings from a collaborative interview-based
study that explored recent alumni perceptions of the influence embedded methods courses had on their teaching in schools, with specific emphasis their ability to serve children from a wide range of cultural and experiential backgrounds.