Catalysts for Change: How Interactions With Other Teacher Educators Support Novice Teacher Educators' Pedagogical Growth

• In Event: 28.082 - Self-Study and the Development of Pedagogical Practice

Abstract

Colleges of Education often place doctoral students in positions as novice teacher educators (NTEs) but provide them with minimal institutional support or preparation for these roles. This lack of preparation impacts both the professional development of doctoral students and the preparation of K-12 teachers, who are often taught by doctoral students. In this paper, I report the findings from a self-study I undertook during the fall of 2017, in which I recruited more experienced teacher educators (TEs) and other NTEs to support me as I attempted to explore and improve my practice during my second year as an instructor of record. Based on my findings, I suggest ways teacher education programs can support doctoral students’ professional development as TEs.

Author

• Colleen Gannon, University of Maryland - College Park