The Core Practices Movement and Its Influence on the Teaching and Perspectives of Novice Teacher Educators

• In Event: Poster Session 15
  In Poster Session: The Lives of Teachers: Poster Session

Abstract

This collaborative self-study (Loughran & Russell, 2002; Samaras, 2011; Zeichner, 2008) informs the conversation around the professional development of teacher educators (AACTE, 2013; Koster, Dengerink, Korthagen & Lunenberg, 2008; Smith, 2003) by examining the influence of engaging in core practices pedagogy (Grossman, Hammerness & McDonald, 2009; Teaching Works, 2012b) on the teaching and perspectives of three novice teacher educators. Preliminary findings reveal several compelling themes in the influence of core practices work on course instruction as well as the evolving perspectives of the researchers, suggesting that the core practices movement provides a rich opportunity for professional development and inquiry into the work of teacher educators.

Authors

• Jessica DeMink-Carthew, University of Maryland - College Park

• Margaret Polizos Peterson, University of Maryland

• Rebecca Hessong Grove