Grounded: Practicing What We Preach

Autor/inn/en	Intrator, Sam M.; Kunzman, Robert
Titel	Grounded: Practicing What We Preach
Quelle	In: Journal of Teacher Education, 60 (2009) 5, S.512-519 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487109348598
Schlagwörter	Teacher Educators; Identification; Relevance (Education); Theory Practice Relationship; Faculty Workload; Emotional Adjustment; Alienation; Preservice Teachers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Identifikation; Identifizierung; Relevance; Relevanz; Theorie-Praxis-Beziehung; Emotionale Anpassung; Entfremdung
Abstract	In this article we explore the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. We consider the benefits of having teacher educators find ways to teach children and youth in K-12 contexts as part of their role as teacher educators--how living and working across both contexts can help revitalize a teacher educator's identity as well as improve the quality of his or her practice with preservice teachers. Finally, we suggest several models that provide teacher educators with the opportunity to work in both contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10