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Redesigning Teacher Education as a Practice-Based Venture: Lessons and Challenges
Mon, April 7, 12:25 to 1:55pm, Convention Center, Floor: 100 Level, 121ASession Type: Symposium
Abstract
This symposium brings together teacher education scholars working at five research universities on problems central to the initial preparation of teachers. Each of the papers approaches the problems associated with teacher education from a practice-based perspective. Collectively, the authors argue for a tighter link between theory and practice, more attention to collectively determining the core practices essential to ambitious teaching, and greater investment in assessing program impact. Nonetheless, there are significant differences in approaches among these practice-oriented scholars. In their presentations, authors argue for and provide concrete examples of the ways in which they center their work on issues of equity, ethics, social justice, or student-centered communities of practice. A leading scholar in the field will start the concluding discussion.
Sub Unit
Chair
Papers
Designing an Elementary Teacher Education Program to Foster Ethical and Skillful Beginning Teaching Practice - Elizabeth A. Davis, University of Michigan; Meghan M. Shaughnessy, University of Michigan; Timothy A. Boerst, University of Michigan
Core Practices and the Work of Learning to Teach for Social Justice - Morva McDonald, University of Washington; Sarah Schneider Kavanagh, University of Washington - Seattle
Learning in, From, and for Teaching Practice: A Practice-Based Design for Teacher Preparation to Advance an Equity Agenda - Hala N. Ghousseini, University of Wisconsin - Madison; Megan L. Franke, University of California - Los Angeles; Angela Chan Turrou, University of California - Los Angeles
Chickens and Eggs, Carts and Horses, and a Holy Grail or Two: In Search of the Nexus Between Core Teaching Practices and Student Learning - John F. O'Flahavan, University of Maryland; Lisa A. Bote, University of Maryland - College Park