Sustaining a Quality Education Through Community-Based Educator Preparation

Gillette, Maureen D.

doi:10.1080/00228958.2017.1369251

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Career pathways. Critical to the ongoing and long-term success of CES is the creation of a pipeline or pathway for faculty and student scholar-practitioners from graduate school into their careers (Aminzade, 2004;Ellison & Eatman, 2008;Gillette, 2017Gillette, , 2018Moore & Ward, 2010;O'Meara, 2016). David Scobey said, "We have to develop a picture of the successful trajectory of an academic career as a public scholar" (as cited in Ellison & Eatman, 2008, p. 21).…”

Section: Visibility and Communicationmentioning

confidence: 99%

Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

2019

EJOPA

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This article examines organizational change that can be implemented at the level of a college in a university in order to institutionalize community-engaged scholarship as a core value of the college. Through the development and implementation of an assessment rubric, the authors argue that college-level institutionalization of community-engaged scholarship can be evaluated as a complement to department- and institution-level efforts. Attention to college-level engagement offers new possibilities for deeper institutionalization of community-engaged scholarship.

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Section: Visibility and Communicationmentioning

confidence: 99%

Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

2019

EJOPA

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Teacher Educators’ Apprenticeships of Observation and Community-Based Field Settings

et al. 2022

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This paper presents findings from a 2-year collaborative self-study examining four teacher educators’ (TEs’) experiences facilitating community-based field experiences in the United States and Canada. To examine our experiences working in these field settings we drew experiential learning theory (ELT) as well as the concept of apprenticeship of observation. Facilitating preservice teachers’ (PSTs) learning in field settings outside traditional PK-12 contexts, such as museums and a construction site, prompted us to consider how apprenticeships of observation and ELT intersect when seeking to expand PST education to also include community-based field settings. Working in these community-based field settings also served to disrupt some of our own apprenticeships of observation. Finally, we noted that when working in these non-traditional field settings and utilizing the ELT framework, our experiences as TEs were neither sequential nor unidirectional.

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Sustaining a Quality Education Through Community-Based Educator Preparation

Cited by 2 publications

References 7 publications

Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

Institutionalizing Community Engagement: The College Within a University as a Missing Organizational Link

Teacher Educators’ Apprenticeships of Observation and Community-Based Field Settings

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