Search results for: Ciuffetelli Parker Darlene
Page 1/1 6 items
Establishing and Sustaining Teacher Educator Professional Development in a Self-Study Community of Practice: Pre-Tenure Teacher Educators Developing Professionally
This article outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars.
Updated: Jun. 26, 2012
The current paper elaborates a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring. In addition, the authors describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process.
Updated: Jul. 05, 2011
This article explores narrative inquiry practices in pre-service teacher education program. 30 teacher candidate participants participated in this 4-year longitudinal study. The study considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time.
Updated: Nov. 29, 2010
Responding to the Challenges Posed by Summative Teacher Candidate Evaluation: A Collaborative Self-Study of Practicum Supervision by Faculty
This collaborative self-study describes how two new faculty members responded to the challenges posed by the teacher candidate evaluation process. Methods used included formal tape-recorded discussions during meetings of the self-study group of newly hired faculty, email correspondence, field notes, feedback from public forums about their work, and teacher candidate insights concerning the practicum evaluation process conducted by faculty.New strategies were developed to address the tensions associated with using summative evaluations in a formative framework and to improve practice during faculty practicum supervision.
Updated: Aug. 25, 2009
Relationship Matters: Negotiating and Maintaining Partnerships in a Unique Teacher Education Program
Teacher education has evolved into a cooperative responsibility shared by universities and schools. This paper examines the relationship development, maintenance, and relational intricacies of a Canadian school-university partnership. Specifically, how the Faculty of Education at Brock University has built a conceptual bridge between the university, the partner districts, and the individual schools. Collectively, the partnership and the resulting preparation program within this collaborative venture provide an alternative model with important considerations for other universities and school systems that are interested in fostering effective partnerships.
Updated: Apr. 22, 2009
Authentic Conversation as Faculty Development: Establishing a Self-Study Group in A Faculty of Education
Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006–2007. This article by the group’s coordinators focuses on how conversations within the self-study group contributed to the faculty members’ development as teachers and scholars. Qualities of authentic conversation provide a framework for description, reflection and analysis of the group’s interactions. Implications of forming a large self-study group within a teacher education program are identified.
Updated: Dec. 08, 2008