Bridging theory and practice: creation of a reflection and engagement guide to support school-based teacher educators

Purpose The Reflection and Engagement Guide (REG) was developed to facilitate weekly conferences between school-based teacher educators (SBTEs) and teacher candidates. Influenced by cognitive apprenticeship theory, conversational frames (Long et al., 2013), Danielson's Framework for Teaching and the Educative Teacher Performance Assessment (edTPA), the REG is grounded in the concept of a third space (Zeichner, 2010). It bridges the gap between university coursework and clinical practice by offering structured, reflective prompts that connect theoretical concepts to practical teaching experiences. By positioning weekly conferences as hybrid spaces where academic and practitioner knowledge intersect, the REG fosters professional relationships, promotes open communication and supports meaningful reflection. Design/methodology/approach The development of the REG was influenced by various sources, including cognitive apprenticeship theory, conversational frames by Long et al. (2013), Danielson's Framework for Teaching and the edTPA. Findings This article does not include research findings; rather, it describes the research that underpins the creation of the REG. Practical implications By sharing the process of the REG's creation and implementation, this work offers valuable insights for teacher educators and educator preparation programs interested in developing or adopting similar tools. Ultimately, the REG aims to enhance the quality of clinical mentorship and strengthen the connection between theory and practice in teacher preparation. Originality/value The REG is unique in its integration of multiple frameworks into a single, coherent structure that has not been previously implemented in this format. It addresses topics central to teacher education while aligning with national performance expectations, providing both consistency and depth across diverse preparation contexts.