Search results for: Butler Brandon M.
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“What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods
This research examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The primary result of this critical friendship was the overall pedagogical, affective, and intellectual support the friendship provided. The authors argue that their critical friendship is evidence that novice teacher educators can engage collaboratively in meaningful work to uncover the complexities of teacher education within the confines of academic and professional schedules that often pull doctoral students and new faculty in a number of competing directions. They argue that the results of this self-study point directly to the support needed for novice teacher educators to become effective teacher educators.
Updated: Oct. 03, 2018
In this article, the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. The article describes the following roles that include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent.
Updated: Dec. 22, 2014
Creating A “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. University supervisors created a unique pedagogical space for student teachers. This space allowed student teachers to learn across different discourse communities. Yet this configuration led the university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into the authors' student teaching seminar.
Updated: Jun. 28, 2012