The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers

Autor/inn/en	Dinkelman, Todd; Cuenca, Alexandar; Butler, Brandon; Elfer, Charles; Ritter, Jason; Powell, Dave; Hawley, Todd
Titel	The Influence of a Collaborative Doctoral Seminar on Emerging Teacher Educator-Researchers
Quelle	In: Action in Teacher Education, 34 (2012) 2, S.172-190 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2012.677740
Schlagwörter	Faculty; Teacher Education; Seminars; Teacher Educators; Teaching Assistants; Scholarship; Researchers; Social Studies + Suchen Sie Ihr Suchwort? Academic Staff; Lehrkörper; Lehrerausbildung; Lehrerbildung; Seminar; Teacher education; Education; Scholarships; Stipendium; Researcher; Forscher; Gemeinschaftskunde
Abstract	Over a 7-year period, graduate teaching assistants participated in a teacher education doctoral seminar designed to develop emergent scholarship and practice in teacher education. Six former students in the seminar, all now assistant professors, joined Dinkelman in an open-ended, far-ranging, month-long conversation captured in a threaded, online discussion forum. The study unfolded as a collaborative self-study that made use of this forum and subsequent analyses to address two central research questions: (1) What influence might our seminar have had on your development as an emerging scholar? and (2) What influence might our seminar have had on your development as a teacher educator? In this article, we reflect on how participation in the seminar shaped the emergence of new scholars and teacher educators, as doctoral students and also as new faculty members. Findings suggested the seminar facilitated emergent scholarship by helping participants map the terrain of teacher education research, prompting actual research, and blurring the knower and known in studying teacher education. The seminar also helped develop emergent teacher educators practice through helping participants learn a language for teacher education, develop a sense of program, value collaboration, and define "purpose" and "care" for the practice of teacher education. The concluding discussion emphasizes the need for additional inquiry into the ways early-career teacher educators develop commitments to teacher education research and practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10