Search results for: Hollins Etta R.
Page 1/1 2 items
This article reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness.
Updated: Aug. 25, 2014
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Updated: Apr. 02, 2013