Co-planning, coaching, and clinical practice: leveraging the apprenticeship model in teacher residency seminars

Purpose This descriptive case study examines how an apprenticeship-aligned teacher residency seminar supports teacher candidates' professional growth through co-planning, structured coaching, and reflective practice. The study investigates how routines such as the POP Cycle, walk-throughs, and collaborative goal-setting develop instructional clarity, differentiation, and culturally responsive pedagogy while strengthening reciprocal mentor–candidate learning within diverse school contexts. Design/methodology/approach Using a qualitative descriptive case study design, the research focuses on a university-led residency seminar embedded within a year-long clinical placement across three partner districts. Participants included 24 teacher candidates and 18 mentor teachers in five elementary schools. Data sources included POP Cycle documents, supervisor field notes, co-planning logs, goal-setting artifacts, and end-of-semester reflections. Thematic analysis was conducted collaboratively using inductive coding, triangulation across data types, and iterative consensus-building to enhance trustworthiness. Findings Findings show that structured co-planning, iterative feedback loops, and reflective routines contributed to growth in instructional planning, differentiation, assessment use, and culturally responsive teaching. Candidates reported increased confidence in classroom management and equity-driven instructional decision-making. Mentor teachers also described reciprocal learning that strengthened their own practice and reinforced a collaborative professional culture. Time constraints and variable communication across campuses emerged as persistent implementation challenges. Practical implications The study offers actionable guidance for embedding apprenticeship structures within residency programs, including the intentional use of coaching cycles, goal-setting templates, protected co-planning time, and mentor supports that promote scalable, equity-centered clinical preparation. Originality/value This study provides a context-specific illustration of how apprenticeship-based structures can bridge theory and practice within clinically rich preparation programs. It highlights the reciprocal and equity-oriented benefits of residency seminar design and offers a replicable framework for strengthening teacher development through structured, collaborative learning.