Search results for: Nichols Jr. Joseph R.
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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
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