Search results for: Intrator Sam M.
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In this article the authors examine the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. The authors propose the grounded practice model that describes an approach whereby teacher educators not only teach university-based classes but also extend their practice to the K-12 setting, with K-12 students. The authors consider the benefits of this approach. Finally, the authors suggest several models that provide teacher educators with the opportunity to work in both contexts.
Updated: Mar. 14, 2010