Section archive - Teacher Educators
Page 23/25 244 items
Learning to Think Like A Teacher Educator: Making The Substantive and Syntactic Structures of Teaching Explicit through Self-Study
This article begins by arguing that it is more appropriate to speak of a basis for knowing, rather than a knowledge base, for thinking about teaching and learning. Furthermore, the article also argues that self-study methodology is one way for a new teacher educator to develop his or her basis for knowing about teaching teachers. The article concludes with a set of personal understandings that the author has constructed as a new teacher educator.
Updated: Jul. 20, 2009
In this article, the author presents the findings of a self-study into his teaching practices as a sociology-of-education lecturer working in the pre-service teacher education program of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterized several tutorial classes taught in 2007. The article reveals tensions between assessment-driven and more authentic teaching practices, and more student- and teacher-centered teaching practices.
Updated: Jun. 17, 2009
In this article, the literature related to collaboration in teacher education programs is reviewed. The authors discuss the benefits for teacher educators who collaboratively plan and develop team-taught coursework and monitor the impact of their collaboratively developed pedagogy.
Updated: May. 27, 2009
Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers
In this paper, the authors argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, the authors contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers.
Updated: Apr. 06, 2009
Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of A Mathematics Teacher Educator–Researcher
This self-study draws from multiple frameworks of teacher knowledge to examine knowledge content, structure, and growth of a novice mathematics teacher educator-researcher (MTE-R). The study explores her knowledge content from her doctoral program into her third year of a tenure-track faculty position at a large southwestern United States university.
Updated: Mar. 30, 2009
Teacher Educators Working on Their Own Professional Development: Goals, Activities and Outcomes of A Project for The Professional Development of Teacher Educators
This paper reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In the research, the authors used 25 completed portfolio’s made by teacher educators participating in the standards-based procedure of (self-)assessment and professional development.
Updated: Feb. 18, 2009
In this paper, the authors describe a small in-depth study, in which they attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or nonoccurrence of such congruent teaching. To do so, the authors organized a workshop on the subject. The authors found that a particularly important aspect of congruent teaching, i.e. the teacher educators’ ability to link their own teaching to theory, had improved.
Updated: Feb. 17, 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
This is a self-study of the author's professional and cultural biography and identity.She uses this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher’s stance. She also examines areas where preservice urban teacher education programs must improve. Her personal recommendations describe experiences that would have better prepared her for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula.
Updated: Dec. 08, 2008
Teacher educators will soon be confronted with the prospect of a relatively large number of former members of the United States Armed Forces seeking to make a transition to the profession of education.It will soon be imperative that teacher education professionals recognize and effectively deal with the unique challenges related to this coming reality.
Updated: Nov. 10, 2008