Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those universities. Using a coherence framework, we analyze differences across programs in the degree to which teaching candidates perceived their programs as having clear visions and high levels of program coherence. We also describe ways in which program directors, field placement coordinators, and methods instructors described and promoted shared visions across courses and between courses and field experiences. Implications for teacher education programs and research are discussed.

中文翻译：

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方法教师和项目管理员如何促进教师教育项目的连贯性

尽管越来越多的奖学金指出了教师教育计划连贯性的重要性，但很少有研究关注教师教育计划负责人、现场安置协调员和方法课程讲师如何促进计划连贯性。这项混合方法研究利用了来自四所大型公立研究型大学的四名教师教育项目主任、七名现场安置协调员和 25 名小学数学和英语语言艺术方法课程讲师的访谈数据，以及来自 305 名小学教师候选人的调查数据在那些大学。使用连贯性框架，我们分析了不同项目在教学候选人认为他们的项目具有清晰的愿景和高度的项目连贯性的程度方面的差异。我们还描述了项目主管的方式，现场安置协调员和方法讲师描述并促进了跨课程以及课程和现场经验之间的共同愿景。讨论了对教师教育计划和研究的影响。