Changing Conceptions of Effective Teacher Education: The Journey of a Novice Teacher Educator

Autor/in	Grierson, Arlene L.
Titel	Changing Conceptions of Effective Teacher Education: The Journey of a Novice Teacher Educator
Quelle	In: Studying Teacher Education, 6 (2010) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Foreign Countries; Teacher Educators; Doctoral Programs; Attitude Change; Adoption (Ideas); Self Evaluation (Individuals); Reflective Teaching; Educational Practices; Preservice Teacher Education; Prior Learning; Influences; Teacher Behavior; Beliefs; Knowledge Base for Teaching; Theory Practice Relationship; Pedagogical Content Knowledge; Canada + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Doktorandenprogramm; Attitudinal change; Einstellungsänderung; Ideas; Ideenfindung; Bildungspraxis; Lehramtsstudiengang; Vorkenntnisse; Influence; Einfluss; Einflussfaktor; Teacher behaviour; Lehrerverhalten; Belief; Glaube; Teaching theory; Theory of teaching; Unterrichtstheorie; Theorie-Praxis-Beziehung; Pädagogische Kompetenz; Kanada
Abstract	This article examines my three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions I experienced and the challenges I encountered. These included developing an awareness of my incomplete understandings of key components of teacher education, particularly the importance of fostering critical reflection. Acknowledgement of the benefits and complexities of first facilitating and later assessing reflective practice followed next. My transformation from a confident school-board resource teacher to an uncertain teacher educator, who reiteratively questions her practices as she comes to understand and teach to promote conceptual change, resonates with the uncertain terrain of teacher education. I explore the implications of this self-study by discussing the need for support, suggesting that teacher educators, particularly part-time instructors, be provided with opportunities to examine their teacher education beliefs. I recommend self-study groups as vehicles for this support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10