Section archive - Teacher Educators
Page 24/24 236 items
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study.
Updated: Jan. 27, 2008
Slow Research Time and Fast Teaching Time: A collaborative self-study of a teacher educator's unexamined assumptions
This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. The authors sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students. After analyzing student work from 2 years in which the assignments were used, the researchers taught together and continued their analyses and their own development as teacher educators.
Updated: Jan. 26, 2008
Forging a Pedagogy of Teacher Education: The challenges of moving from classroom teacher to teacher educator
This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator.
Updated: Jan. 26, 2008
Reconceptualizing Teacher Educator Knowledge as Tensions: Exploring the tension between valuing and reconstructing experience
This paper reports the author's efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn to recognize and manage within their work.
Updated: Jan. 24, 2008
The article analyzes challenges facing university-based teacher educators. The author suggests that teacher educators are losing jurisdiction over the preparation of new professionals and the production of academic knowledge for the teaching profession. The author recommends that researchers in teacher education focus on pressing policy issues regarding both issues.
Updated: Jan. 22, 2008
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar.
Updated: Dec. 27, 2007