Forging a Pedagogy of Teacher Education: The Challenges of Moving from Classroom Teacher to Teacher Educator

Autor/in	Ritter, Jason K.
Titel	Forging a Pedagogy of Teacher Education: The Challenges of Moving from Classroom Teacher to Teacher Educator
Quelle	In: Studying Teacher Education, 3 (2007) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Student Teachers; Beliefs; Teacher Educators; Preservice Teacher Education; Teaching Methods; Public Schools; Higher Education; Action Research; Learning Problems; Teacher Attitudes; Research Methodology; Teacher Role + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Belief; Glaube; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Public school; Öffentliche Schule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Projektforschung; Lernproblem; Lehrerverhalten; Research method; Forschungsmethode; Lehrerrolle
Abstract	This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator. Unanticipated challenges included establishing his professional identity as a teacher educator, navigating the ambiguous role of teacher educator as both advocate and evaluator, and dealing with external sources of resistance manifest in the belief systems of student teachers and the norms of the public school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10