Search results for: Gallagher Tiffany L.
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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
Exploring the Salient Experiences of Pre-Service Teacher Candidates Who Were Former Volunteer Tutors
Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. The participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. The authors discuss the need for teacher education programs to assist candidates to assimilate newly acquired pedagogies into existing ones, including those acquired through volunteerism.
Updated: Jun. 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