Preparing the Next Generation of Teacher Educators for Clinical Practice
A volume in the series: Advances in Teacher Education. Editor(s): Diane Yendol-Hoppey, University of North Florida. David T. Hoppey, University of North Florida.
Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers. Although the NCATE Blue Ribbon Panel Report (2010), the recent advent of the CAEP standards, and the new AACTE Clinical Practice Commission Report (2017) challenge those responsible for teacher preparation to rethink the design as well as their work within clinical practice, there is much too little discussion about how to prepare the next generation of teacher educators to work differently. Just like Zeichner found almost 20 years ago, teacher education still too often remains “a tangential concern for most and the major concern of only a few” (Ziechner, 1999, p. 11). These concerns raise important questions for those who are currently responsible for pivoting, reinventing, and researching teacher preparation. This book offers insights from teacher education researchers that illustrate the ongoing benefits and persistent challenges of educating and preparing university and school-based teacher educators. This is an important step in understanding the complex roles, practices, and responsibilities associated with high quality teacher education that emphasizes clinical practice.
Preface. Dedication. PART I: THE PREPARATION OF UNIVERSITY-BASED TEACHER EDUCATORS. Introduction to Part One. Purposeful Preparation for Roles in Boundary -Spanning Clinical Teacher Preparation, Audra Parker, Kristien Zenkov, and Seth Parsons. Taking the Mentoring of New Teacher Educators Seriously: Lessons from a Clinically-Intensive Teacher Preparation Program, Patricia Norman, with Sara Sherwood, Rocio Delgado, and Melissa Siller. The Pattern Emerges: Novice Teacher Educators Learn from Complexity, Janna Dresden, Katherine F. Thompson, Melissa A. Baker, Ashley S. Nylin, and Kajal Sinha. Preparing the Teacher Educator: Negotiating the Tensions of Teacher Educator Preparation Within the Research Institution, Lara Hebert, Lindsayanne (Annie) Insana, Alexis Jones, and Meghan Kessler. The Changing Role of University-Based Teacher Educators: Lessons Learned in a Clinical Elementary Teacher Preparation Program, Ann McCoy and Nicole Nickens. How Did I Get to Where I am? Turning Points in the Personal and Professional Lives of Literacy Teacher Educators, Pooja Dharamshi, Clare Kosnik, and Lydia Menna. PART II: THE PREPARATION OF SCHOOL-BASED TEACHER EDUCATORS IN THE PROFESSIONAL DEVELOPMENT SCHOOL. Introduction to Part Two. From Teacher Candidate to Teacher Educator: What It Means to “Grow Up” in a Professional Development School Partnership, Sara R. Helfrich, Sara L. Hartman, and Larina I. M. Sisson. Collaborative Planning of Teacher Educators in a Professional Development School, Courtney Lynch. PART III: INQUIRY AS A MECHANISM FOR TEACHER EDUCATOR PREPARATION. Introduction to Part Three. Making the Case for Practitioner Inquiry in Doctoral Student Education: Supporting the Development of Future Teacher Educators, Jennifer Jacobs and Elizabeth Currin. Self-Study and Preparing the Next Generation of Teacher Educators, Brandon Butler. Facing Practice: Teacher Educator Inquiry for Development Across the Professional Life Span, Jennifer L. Snow, Sherry Dismuke, Julianne Wenner, and Serena Hicks. PART IV: REFLECTIONS ON THE FUTURE OF TEACHER EDUCATOR PREPARATION. Introduction to Part Four. The Nomadic Teacher Educator: Teacher Educator’s Emerging Role, Paul Parkison. Concluding Thoughts: Looking across the Chapters, Diane Yendol-Hoppey, Nancy Fichtman Dana, and David Hoppey. About the Editors. About the Contributors.
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