Facing Practice: Teacher Educators Learn From Studying Program Graduate Performance

• In Event: 18.067 - Exploring Tensions in Policy Through Self-Study

Abstract

Engaging in a study of program graduates, teacher educators came face to face with the outcomes of personal, professional practice. A case study including multiple measures or performance evolved into a self-study of the experience of seeing one’s own work play out in classrooms. During classroom observations, focus group interviews and analysis of teacher work samples, teacher educators recognized dissonance with what we were seeing and for what we thought we had prepared new teachers to know and do. Digging deeper into professional teacher educator practice uncovered space for teacher educators to more deeply consider the complexities of teaching and learning and model our own intentions by studying performance artifacts and experiences with individual and collective professional development.

Authors

• Jennifer L. Snow, Boise State University

• Sherry Dismuke, Boise State University

• Serena Hicks, Boise State University

• Julianne A. Wenner, Boise State University