Conversational Consensus and Conflict in Program Development: The Complexity of Changing Teacher Preparation

• In Event: Teacher Professional Development and Practice

Abstract

Designing and implementing thoughtfully designed programs that address the ongoing learning needs of beginning teachers as well as the students whom they will teach, – programs that purposefully progress novices’ ability to think about learning and teaching – is challenging work. This work provides a model of professional development for teacher education faculty to engage in the design and implementation of innovative teacher preparation programs. It begins from the assumption that teacher education faculty need and can benefit from continuing professional development. This work, however, is not accomplished easily nor without conflict. A key element of this kind of faculty work is the creation of a context where faculty are free to take risks.

Authors

• Jenny Denyer, University of Toledo

• Rebecca M. Schneider, University of Toledo

• Kellie Plasman, University of Toledo