Roles beyond Instruction: Facilitating the Development of Preservice Teachers

Autor/in	Franco, Yvonne
Titel	Roles beyond Instruction: Facilitating the Development of Preservice Teachers
Quelle	In: Networks: An Online Journal for Teacher Research, 16 (2014) 2, Artikel 4 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6353
Schlagwörter	Teacher Role; Preservice Teacher Education; Teacher Education Programs; Action Research; Teacher Educators; Teaching Methods; Teaching Skills; Teacher Characteristics; Teacher Effectiveness; Educational Practices; Student Experience; Seminars; Video Technology; Communities of Practice; Advisory Committees; Response to Intervention; Parent Teacher Cooperation; Classroom Techniques; Student Projects; Florida + Suchen Sie Ihr Suchwort? Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungspraxis; Studienerfahrung; Seminar; Community; Beratungsstelle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Klassenführung; Schulprojekt
Abstract	Identifying a Signature Pedagogy that ensures high-quality teacher preparation is essential to the field of teacher education, as inconsistencies across programs throughout our country threaten our profession. Drawing on a comprehensive study of the professions, Lee Shulman (2005) provides a lens from which to identify Signature Pedagogy and the underlying experiences that support it, as pedagogies of uncertainty, engagement, and formation. As a teacher-educator, this action research study examines my efforts in understanding how I can use my knowledge of Signature Pedagogy to design, implement and study practices that facilitate pre-service teachers' conceptualization of the teacher's role beyond instruction. Using Shulman's lens, I identify specific pedagogical experiences that lead to developing this conceptualization, and explore the critical role of the teacher educator in ensuring the effectiveness of these experiences. (As Provided).
Anmerkungen	New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04