This research explored the experiences of nine preservice teacher candidates of Spanish in world language teacher education programs at two higher education institutions implementing the Integrated Performance Assessment (IPA) as Student Teachers (ST), as well as perceptions of seven Cooperating Teachers (CTs) and the University Field Supervisor. This qualitative, multiple‐case study included data from interviews, focus groups, and classroom observations. Four themes emerged from the data analysis: (a) STs’ preparation and CT's familiarity with the IPA; (b) STs’ implementation of IPA and CTs’ reactions; (c) impact of clinical experience on STs and CTs' pedagogical beliefs; and (d) professional development needs. The article concludes with recommendations for world language teacher certification programs and professional development opportunities for in‐service, CTs.

中文翻译：

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缩小服务前和服务中的差距：学生教学中对 IPA 的看法和实施

本研究探讨了在两所高等教育机构实施综合绩效评估 (IPA) 作为学生教师 (ST) 的世界语言教师教育计划中的九名西班牙语职前教师候选人的经历，以及七名合作教师 (CT) 和大学现场主管。这项定性的多案例研究包括来自访谈、焦点小组和课堂观察的数据。数据分析中出现了四个主题： (a) STs 的准备和 CT 对 IPA 的熟悉程度；(b) STs 实施 IPA 和 CTs 的反应；(c) 临床经验对 ST 和 CT 教学理念的影响；(d) 专业发展需要。