Reinventing (University) Teacher Education: Connections, Contexts, and Consequences

Session Submission Type: Invited Session

Abstract

This symposium surveys some of the landscape of university-sponsored teacher education using a framework of contexts, connections, and consequences.

The session features four papers, authored by researchers working in different institutions and countries. Paper #1 makes students’ learning the centerpiece of research and practice in teacher education. Paper #2 draws on case studies to theorize university-led initiatives to create democratic spaces. Drawing on a synthesis of studies, Paper #3 suggests a re-conceptualization of mentoring toward the development of discursive competencies. Paper #4 examines efforts to infuse into teacher education programs attention to state standards for students’ social, emotional, and ethical learning. A discussant will provide critique based on national and international experience in teacher education, multicultural education, and educational change.

Sub Unit

• Division K - Teaching and Teacher Education

Chair

• Sonia Nieto, University of Massachusetts - Amherst

Papers

• Project RITE: Rethinking Initial Teacher Education - Marilyn Cochran-Smith, Boston College; Lexie Barbara Grudnoff, The University of Auckland; Fiona Ruth Ell, University of Auckland; Graeme Aitken, The University of Auckland; Larry H. Ludlow, Boston College

• Moving University Teacher Education Into Schools and Communities - Kenneth Zeichner, University of Washington

• Reinventing Teacher Mentoring-as-Praxis: Discursive Connections and Consequences in the Context of University Teacher Education - Lily Orland-Barak, University of Haifa

• Reinventing Teacher Education With Social and Emotional Learning at the Forefront - Deborah Ann Donahue-Keegan, Tufts University

Discussant

• Sonia Nieto, University of Massachusetts - Amherst