Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

2020 ◽  
pp. 002248712091586 ◽  
Author(s):  
Rachel Wolkenhauer ◽  
Angela Hooser
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Clinical Teacher ◽  
Practitioner Inquiry ◽  
Naturalistic Inquiry ◽  
Community Approach ◽  
Hermeneutic Approach

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

Online Clinical Teacher Preparation Programs in Special Education: Perspectives and Critical Components

2019 ◽  
Vol 34 (4) ◽  
pp. 239-252 ◽  
Author(s):  
Jennifer R. Ottley ◽  
Christan Grygas Coogle ◽  
Jon Ryan Pigman ◽  
Doug Sturgeon ◽  
Sara Helfrich
Keyword(s):  
Clinical Practice ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Clinical Teacher ◽  
Special Educator ◽  
Preparation Programs ◽  
Clinical Model ◽  
Educator Preparation ◽  
School Based ◽  
Critical Components

Online special educator preparation programs are growing in prevalence and popularity. Yet, implementing a clinical model of special educator preparation within online programs can be challenging. In this study, we explored the perspectives of the clinical model from a distance for school-based teacher educators and administrators. We conducted a survey followed by focus group interviews to identify perspectives regarding the clinical model from a distance approach and the components of a distance preparation program perceived to be critical for effective clinical practice. School-based teacher educators and administrators had favorable views of the clinical model (including clinical coaching) from a distance, indicating both feasibility and acceptability. Many perceived technology-related challenges were malleable aspects of online preparation programs that university- and school-based teacher educators can plan for in the implementation of their online program and clinical practice from a distance.

Embedding Elementary Teacher Education Coursework in Local Classrooms

2017 ◽  
pp. 262-292 ◽  
Author(s):  
Barbara Ann Swartz ◽  
Jeremy M. Lynch ◽  
Sararose D. Lynch
Keyword(s):  
Elementary School ◽  
Teacher Preparation ◽  
Elementary Students ◽  
Teacher Educators ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Field Placements ◽  
Student Reflections

Accrediting bodies and research have noted the divide between coursework and experiences pre-service teachers (PSTs) have during field placements. To address this issue, three teacher educators have integrated McDonald et al.'s (2013) cycle of learning to embed their teacher preparation coursework in the areas of mathematics and special education into local elementary school classrooms. These instructional activities consisted of PSTs experiencing or learning about the activity in the college/university classroom, co-planning and rehearsing the activity at the college/university with the teacher educator, enacting the activity individually or in pairs with whole class or small groups of elementary students at the elementary school, and then debriefing as a group with the teacher educator and classroom teacher after working with the elementary students. The three courses summarized in this chapter, and the subsequent student reflections, validate the effectiveness of this practice and signal a need for broader adoption in other content areas across teacher preparation programs.

scholarly journals Stanley Cavell and the Questioning of the Foregone

2018 ◽  
pp. 4-17
Author(s):  
Jeff Frank
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The Political ◽  
Future Teachers ◽  
Stanley Cavell ◽  
Political Implications ◽  
The Voice ◽  
Policies And Practices

This paper makes the case that Stanley Cavell’s thinking on conversion, eveloped in “Normal and Natural” in The Claim of Reason, offers resources that can be used to develop a politics that acknowledges the importance of learning from the voice of skepticism instead of seeking to silence the skeptic through the pursuit of policies and practices that promise a type of certainty that will forever silence skepticism. I develop this case from my position as a teacher educator who knows very well the desire to silence skepticism in the form of finding a way of teaching future teachers so that I/we can be certain that they will be effective and engaging educators after graduation. Giving up the belief that we can achieve certainty when it comes to teacher preparation does not consign us to hopelessness, but it does suggest that teacher educators may have more to learn from listening to the voice of skepticism than is suggested by current discourses in teacher education. Though I write from the position of a teacher educator and my examples are drawn from the work of teacher education, the main goal of this paper is to develop a reading of “Normal and Natural” that may help us appreciate new dimensions of the political implications of Cavell’s work.

“A paradigm of possibility”: Community mentors and teacher preparation

2018 ◽  
Vol 16 (6) ◽  
pp. 709-728 ◽  
Author(s):  
Kristin Cipollone ◽  
Eva Zygmunt ◽  
Susan Tancock
Keyword(s):  
Teacher Preparation ◽  
Low Income ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Preparation Program ◽  
White Female ◽  
Contextual Knowledge ◽  
Community Members ◽  
Cultural Affirmation

In this paper, we investigate mentor perspectives of their roles as de facto “teacher educators.” Drawing upon three years of qualitative data, we argue that community voices and knowledge should be reflected in decisions regarding what and how children are taught. We assert that, by broadening the definition of “teacher educator” beyond university faculty to include community members, we create spaces through which the development of culturally responsive teaching can more authentically emerge. The larger study from which this paper is derived examines the innovative practices of a teacher preparation program at a Midwestern university in the United States of America, wherein majority White, female, middle-class candidates are paired with mentor families in a low-income African-American neighborhood. This program of cultural immersion builds relational ties between community members, and mentors facilitate candidates’ movement beyond deficit perspectives of communities of color and simplistic notions of celebration to see cultural affirmation and contextual knowledge of children’s lived experiences as critical to student success. In the present study, we challenge neoliberal “commonsense” in the preparation of teachers by privileging community voices and highlighting how mentors perceive their respective roles as teacher educators.

The Cycle of Enactment and Investigation

2021 ◽  
Vol 4 (1) ◽  
pp. 30-48
Author(s):  
Limin Jao ◽  
Gurpreet Sahmbi ◽  
Maria-Josée Bran Lopez
Keyword(s):  
Professional Development ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Experienced Teacher ◽  
Before And After

Novice teacher educators (NTEs) occupy a complex role of teaching pre-service teachers and typically do not have formalized supports or professional development. This study used the Cycle of Enactment and Investigation (CEI) as framework for NTE professional development. NTEs engaged in a modified CEI that emphasized repeated individual and collective analyses before and after enactments. Findings suggest that this framework allowed the NTEs to engage in the work of a teacher educator with the support of each other and a more experienced teacher educator. This study highlights the need for further research on ways of supporting NTEs.

scholarly journals It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry

2016 ◽  
Vol 9 (2) ◽  
pp. 317-337
Author(s):  
Eun-Ji Amy Kim
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Collaborative Teaching ◽  
Teaching Science ◽  
Science Methods ◽  
Research And Teaching ◽  
Self Study ◽  
Teaching Team

The experiences and challenges that teacher-educators go through tend to be private and go unnoticed (Berry & Loughran, 2005). Through self-study, teacher-educators can re ect on their practices and learn from each other’s practices. As a novice teacher- educator who was teaching an inquiry-based teaching science methods class with a collaborative teaching team, I explore my experience of being a teacher-educator through arts-based self-study. In this paper, I discuss how the process of artful inquiry informed my own research and teaching practices. Based on the idea of a/r/tography, I link my artistic, research, and teaching practices together to explore what it means to be becoming pedagogical (Gouzouasis, Irwin, Miles, & Gordon, 2013).

Mindfulness for teachers: notes toward a discursive cartography

2019 ◽  
Vol 48 (1) ◽  
pp. 91-108
Author(s):  
Remy Low
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Entry Point ◽  
Historical Research ◽  
Educational Researcher ◽  
Content Type ◽  
Discursive Formation ◽  
Heuristic Device

Purpose For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers. Design/methodology/approach Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations. Findings Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation. Originality/value Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.

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