Reflexive Turn 4: Teaching Teachers to Teach Teachers

• In Event: Roundtable Session 3
  In Roundtable Session: Exploring the Scholar in Self-Study

Abstract

Using self-study methods, a faculty member and a candidate in an education doctorate program will document the efforts to reorganize the program to more effectively prepare teachers of teachers for today's challenges. Russell (1997) described a series of turns in teaching: the initial reflective turn, followed by a content turn, when the teacher begins to rethink what one is teaching; then the pedagogical turn, when the teacher begins to teach teachers. We propose a fourth turn, when teachers teach teachers to teach teachers in the education doctorate. We hope to contribute not only to self-study literature at the doctoral level in contrast to preservice or inservice pedagogy, but also to changing practices in the education doctorate.

Authors

• Linda M. Fitzgerald, University of Northern Iowa

• Julie Klein, University of Northern Iowa