Search results for: Cuenca Alexander
Page 1/1 8 items
This article examines how various aspects of the first author's identity, i.e. natural, institutional, discursive, and affinity, intersected during his first semester as teacher educator. The experience of the novice teacher educator revealed that his preoccupation with students’ perceptions of who he was as a teacher and as an individual prevented any substantial consideration of the kind of teacher educator he wanted to be. Given the insecurities often tied to this new professional identity, the authors argue that it is important to consider and negotiate the pedagogical and professional development of first-time teacher educators.The authors believe that an emphasis on community should be promoted in order to enhance the possibilities of teacher education. They say that novice teacher educators should be surrounded by like-minded individuals who function as both critical friends and a supportive community.
Updated: Oct. 01, 2017
In this study, the author investigates how student teachers perceive legitimacy conferred by their cooperating teachers. As this study illustrates, the ways in which cooperating teachers provide access to the lived experience of teaching are consequential. Being more than just a conduit for conveying the knowledge of teaching during the student teaching experience, cooperating teachers must be conscious of the moves they make and the access they provide student teachers to the work of teaching and teachers.
Updated: May. 23, 2017
Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri
In this article, the authors argue that the national conversation around teacher education accountability in the United States derives from a specific policy paradigm about the utility of teacher preparation. Specifically, they discuss the procedures these states are using to connect P–12 teacher performance with teacher preparation programs. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education.
Updated: May. 27, 2015
In this article, the authors use recent empirical research into the school-based mentoring of student teachers to describe three conceptions of mentor teacher roles and responsibilities. The article describes the following roles that include a consideration of the mentor teacher as (1) instructional coach, (2) emotional support system, and (3) socializing agent.
Updated: Dec. 22, 2014
Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar
This article examines how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author explores how initial perceptions of standardization and high-stakes testing corroded images of powerful teaching and created an ex post facto relationship with teaching social studies.
Updated: Sep. 22, 2014
Creating A “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. University supervisors created a unique pedagogical space for student teachers. This space allowed student teachers to learn across different discourse communities. Yet this configuration led the university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into the authors' student teaching seminar.
Updated: Jun. 28, 2012
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Updated: Jun. 13, 2011
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.
Updated: Jun. 20, 2010