The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

Butler, Brandon M.; Burns, Elizabeth A.; Frierman, Christina; Hawthorne, Katrice; Innes, Alisa; Parrott, James A.

doi:10.1080/17425964.2014.956716

Cited by 35 publications

(10 citation statements)

References 28 publications

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“…The process of becoming a teacher educator is an exceedingly challenging endeavor (Butler et al, 2014;Dinkelman, Margolis, & sikkenga, 2006a, 2006bMurray & Male, 2005;Ritter, 2007Ritter, , 2009Williams, Ritter, & Bullock, 2012). However, the act of learning to be a teacher educator is often viewed as self-evident (Zeichner, 2005) and often results in self-directed learning experiences (Dinkelman et al, 2006a(Dinkelman et al, , 2006bLabaree, 2004).…”

Section: Emerging Teacher Educator Developmentmentioning

confidence: 96%

“…Butler et al, 2014;Cuenca, schmeichel, Butler, Dinkelman, & nichols, 2011;Kosnik et al, 2011). In this article, we concentrate on the critical friendship of Brandon, an experienced teacher educator, and Mark, a doctoral student, and our shared learning and re-learning of student teacher supervision.…”

Section: Re-aprendiendo La Supervisión De Docentes En Formación: Un Smentioning

confidence: 98%

See 1 more Smart Citation

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

Butler

Diacopoulos

2016

Studying Teacher Education

Self Cite

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Section: Emerging Teacher Educator Developmentmentioning

confidence: 96%

Section: Re-aprendiendo La Supervisión De Docentes En Formación: Un Smentioning

confidence: 98%

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

Butler

Diacopoulos

2016

Studying Teacher Education

Self Cite

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“…The findings of Goodwin et al (2014), Conklin (2015), and Butler et al (2014) support the work of other scholars that have researched the lack of attention paid to graduate students as students of teacher preparation (Dangel & Tanguay, 2014;Zeichner, 2005). In light of the lack of attention paid towards the preparation of clinical instructors, and specifically, graduate students seeking to be prepared as teacher educators, this study seeks to fill that gap by focusing on developing clinical instructors and the role their graduate studies played in the development of philosophies and skills for supervision.…”

Section: Formal Preparationmentioning

confidence: 98%

“…Researchers have attempted to address the development in teacher education through the study of graduate coursework. However, these studies narrowly focus on developing teacher educators' identity during the courses (Butler et al, 2014;Conklin, 2015). One particular study, Kosnik et al (2011), studied a group of graduate students looking to understand how their participation in a Beginning Teacher Educator (BTE) community would influence their work in the field, their identities as transitioning teacher educators, and their research initiatives.…”

Section: Formal Preparationmentioning

confidence: 99%

Pedagogy, Practice, and Mentorship: Core Elements of Connecting Theory to Practice in Teacher Educator Preparation Programs

Alexander¹

2019

JES

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As the teacher education preparation climate shifts to emphasize extended clinical field experiences as the heart of preservice teacher preparation, the research community has attempted to understand more about the pedagogies and personnel that will support learning in these areas. Supervisors are a staple in the clinical field experience, yet the research community has a limited viewpoint of the practices and decision-making that lay underneath their work. Using a multiple case study methodology and a select but diverse group of participants, this study investigated the resources that supervisors draw on to resolve challenges in their practice. The results of this study highlight the significance of coursework for the preparation of teacher educators. Specifically, the results note that exposure to and practical application of philosophies and pedagogies learned during coursework can be used to utilized to resolve challenges in supervisors' work with preservice teachers. Additionally, this research demonstrates the role of mentoring communities on clinical instructors' development.

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“…Within our context, university-based teacher educators have carried out prior studies on how one becomes a teacher educator through teacher educator experiences (Snow, Dismuke, Wenner, & Hicks, 2019). Having an interest in the professional development of teacher educators and the practice of clinical supervision for candidate development (Butler, Burns, Frierman, Hawthorne, Innes, & Parrott, 2014;Goodwin & Kosnick, 2013), we created a community of practice to study our experiences as new and veteran university liaisons. We quickly came to a formalized collaborative self-study to both query our practice as "improvement-aimed" (Bullough & Pinnegar, 2007;Loughran, 2007) and uncover key aspects of learning to be a liaison.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Development of Clinical Supervisors: Learning to be a Liaison

Snow¹,

Carter²,

Dismuke³

et al. 2020

JES

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Teacher education as a field has embraced the idea that clinically-based teacher education will better support teacher candidate learning and the learning of their future preK-12 students (AACTE, 2018; NCATE, 2010). Likewise, teacher education scholars have emphasized the importance of learning to teach well in clinical practice (Darling-Hammond, 2014). We five women teacher educators engaged in a collaborative self-study to investigate our different perspectives and our institution's hope for mentoring and preparing new liaisons. Our collaborative self-study focused on the research question: What are the key factors that play a part in influencing the developmental trajectory of a liaison? Through a collaborative self-study of our clinical supervision work as university liaisons, we identified the importance of community toward developing agency as teacher educators. Our year-long self-study involved journaling about our liaison experiences and our developmental trajectory in becoming teacher educators across time and multiple contexts.

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The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

Cited by 35 publications

References 28 publications

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

Re/learning Student Teaching Supervision: A Co/autoethnographic Self-Study

Pedagogy, Practice, and Mentorship: Core Elements of Connecting Theory to Practice in Teacher Educator Preparation Programs

Scaffolding Development of Clinical Supervisors: Learning to be a Liaison

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