Developing Teacher Leaders Through Self-Study

2018 ◽  
pp. 635-658
Author(s):  
Courtney K. Baker ◽  
Laura E. Bitto ◽  
Theresa Wills ◽  
Terrie McLaughlin Galanti ◽  
Cassandra Cook Eatmon
Keyword(s):  
Teacher Leaders ◽  
Teacher Educator ◽  
Field Experiences ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Critical Friends ◽  
Mathematics Specialists ◽  
Certification Programs ◽  
Self Study ◽  
Qualified Teacher

Effective mathematics specialists require opportunities to apply knowledge from their advanced preparation programs to their practice. Just as pre-service teachers engage in field experiences to practice instructional strategies, in-service educators should engage in field experiences to apply leadership knowledge and skills while under the supervision of an experienced and highly-qualified teacher educator. This chapter describes the culminating self-study field experiences in a masters-level advanced certification program which prepares in-service teachers to be K-8 mathematics specialists. Through collaboration with critical friends, the mathematics specialist candidates connected research to practice in the design and implementation of a self-study project. Their work chronicled an important transformation from teachers to teacher leaders. The candidates also described their interest and their new capacity to conduct research beyond their certification programs for the purposes of impacting teacher and student learning within their organizations.

scholarly journals Conversations in a Pub: Positioning the Critical Friend as “Peer Relief” in the Supervision of a Teacher Educator Study Abroad Experience

2015 ◽  
Author(s):  
Jenifer Schneider ◽  
Audra Parker
Keyword(s):  
Study Abroad ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Field Experiences ◽  
University Supervisors ◽  
Critical Friends ◽  
Self Study ◽  
Professional Renewal ◽  
Study Abroad Program ◽  
Critical Friend

In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of personal and professional renewal for faculty, not only as critical friends, but as peer relief.

Preparing High-Quality Teachers: Views From the Classroom

2007 ◽  
Vol 44 (4) ◽  
pp. 959-1001 ◽  
Author(s):  
Linda Reichwein Zientek
Keyword(s):  
Teacher Preparation Programs ◽  
Highly Qualified ◽  
Classroom Experiences ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Multicultural Curriculum ◽  
Traditionally Certified ◽  
Teaching Standards ◽  
Qualified Teacher ◽  
The Right

Every child has the right to a highly qualified teacher, yet as a nation we are reluctant to empirically investigate how teacher preparation programs are succeeding. Results from the present study suggested that (a) traditionally certified (TC) teachers felt better prepared than non–traditionally certified (NTC) teachers on communicating, planning, and using instructional strategies; (b) NTC teachers’ positive mentoring and prior classroom experiences in conjunction with the overall less positive mentoring experiences of TC teachers may have minimized differences; (c) novice teachers did not feel prepared on items related to multicultural curriculum or assessing student learning; and (d) prior classroom experiences, first year support, and program components were important, but instruction on teaching standards was of particular importance for NTC teachers.

Certification and Licensure Requirements for Career and Technical Educators

2010 ◽  
pp. 122-139
Author(s):  
Chris Zirkle ◽  
Edward C. Fletcher ◽  
Kristina L. Sander ◽  
Jane Briggs
Keyword(s):  
Teacher Preparation ◽  
Career And Technical Education ◽  
Teacher Certification ◽  
Technical Education ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Post Secondary ◽  
Career And Technical ◽  
Qualified Teacher ◽  
Licensure Requirements

Teacher certification/licensure requirements are in a constant state of change. This is true of both the traditional academic disciplines and vocational/career and technical education. The goal of this chapter is to provide the reader with a historical and current overview of vocational/career-technical teacher certification/licensure through both the traditional and alternative routes. Discussion of expectations of post-secondary institutions and variances in those expectations are shared. A detailed explanation of requirements for alternative certification is provided, specifically with reference to educator preparation requirements, including customized coursework, work experience, entrance requirements and induction programs. Testing for licensure is discussed, as well as details regarding licensure renewal. Issues facing career and technical education referenced in this chapter focus on the highly qualified teacher designation, the need for modifications of testing requirements, employment opportunities, teacher attrition, standards in teacher preparation programs, reform in career and technical teacher preparation, and the need to focus on preparing future CTE teacher educators.

scholarly journals ANDRAGOGICAL APPROACHES AND PRINCIPLES IN THE SYSTEM OF CONTINUOUS EDUCATION

2020 ◽  
Vol 66 (2) ◽  
pp. 25-30
Author(s):  
А.А. Zhalgassova ◽  
◽  
L.E. Koishigulova ◽  
G.G. Zhubangalieva ◽  
◽  
...  
Keyword(s):  
Continuing Education ◽  
Educational Technologies ◽  
Highly Qualified ◽  
World Community ◽  
Joint Activities ◽  
Effective Activity ◽  
Self Study ◽  
Teachers And Students ◽  
Systematic Training

The philosophy of education is formed on the basis of globalization processes that determine the development of the world community. Continuing education, taking into account all the objective changes in the educational sphere and the achievements of various sciences in understanding the role of man in his life, is an important condition for effective activity in this community. This article discusses the relevance of using andragogical approaches and principles in the system of continuing education. This is due to new requirements for the system of training and retraining of personnel in modern conditions, when the goals and practice of education are outstripping in nature, focused on the training of highly qualified specialists. Andragogical principles determine the organization of the learning process of teachers and students in the continuing education system (principles of the priority of self-study of students; the student’s joint activities with the teacher in organizing the process of their learning; reliance on the experience of the student, used as one of the sources of training; individualization of instruction; systematic training; contextual learning; updating learning outcomes; learning electives; development of educational needs of students; mindfulness learning). The use of andragogical approaches and principles in the system of continuing education in the future involves the development and implementation of the andragogical model, the use of modern educational technologies, and the training of andragogical specialists.

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

Sign in / Sign up

Export Citation Format

Share Document