This paper depicts how a conceptual framework for teacher clinical experience and induction was formulated in a five-year research programme funded by the Malaysian Ministry of Education. The framework is an outcome of research idea conceptualization, which is meant for the development of a teacher clinical experience and induction model. It depicts specific analytical propositions that shape the key concepts associated to teacher education, which in turn illustrates how these concepts relate to each other and forms the conceptual framework. This paper also demonstrates how relevant middle range theories support the personal, professional and contextual dimensions of clinical experience in teacher education. The theory-supported framework was enriched by five evidence-based guiding principles, leading to the creation of a provisional model that can direct the administration and supervision of trainee teachers when they undertake clinical experience and induction in actual schools.
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Published by Human Resource Management Academic Research Society (www.hrmars.com)
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