Section archive - Teacher Educators

The purpose of this study is to examine initial concerns of faculty involved in a one-to-one laptop program in an elementary teacher credential program. This study took place at a large state public university in Southern California. Eight instructional faculty and three field supervision faculty participated in this study. Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied. Data pointed to three major implications regarding technology-rich teacher education and faculty issues to be addressed for program success.

The purpose of this article is to examine how college professors prepare their lessons for class. Two highly effective teachers engaged each other in peer-reflection as they explored their own methods of lesson preparation. As they conferred with one another, they recognized similarities and examined their differences. Their similarities on seven attributes of lesson preparation were strong; however, on seven facets they differed.

This article examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise.

This study examines how the author’s experience as a classroom teacher shaped the pedagogical decisions which the author made during his first semester as a university supervisor. Furthermore, this self-study provides an insider’s account of the author’s practice as a novice university supervisor. The findings suggest that the author constructed a pedagogy of field-based teacher education. This pedagogy was guided by a rationale which the author terms in loco paedagogus, whereby the author instructs students based on how the author would react in a similar situation.