43.029 - Teacher Preparation at New Graduate Schools of Education: Capturing a Changing Field

Session Type: Symposium

Abstract

This session focuses on a controversial educational innovation in the U.S., which is intended to shift teacher preparation away from universities and relocate it at new graduate schools of education (nGSEs). Generally, nGSEs (Author, 2016) have emerged as part of the U.S. “ed reform” movement (Mehta, 2013), are unaffiliated with universities, offer pre-professional teacher education, endorse new teachers for initial certification, and grant master’s degrees. Advocates characterize nGSEs as a dramatic departure from both fast-track entry routes such as Teach for America and “traditional” university programs, which are regarded as theory-heavy (Gastic, 2014). The session examines four aspects of teacher preparation across nGSEs: shifting institutional environments, innovative funding models, practice-based pedagogies, and varying views of equity/justice.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 09: Teacher Education Innovation and Policy

Chair

• Marilyn Cochran-Smith, Boston College

Papers

• Studying Teacher Preparation at New Graduate Schools of Education (nGSEs): Missions, Goals, and Logics - Marilyn Cochran-Smith, Boston College; Heather Francis, Boston College

• New Graduate Schools of Education (nGSEs) as Institutions: Power, People, and Places - Elizabeth Stringer Keefe, Stonehill College

• Learning to Teach: Enacting Teacher Preparation at New Graduate Schools of Education - Marisa Olivo, Boston College; Reid Jewett Smith, Boston College

• Paying for Preparation: Innovative Funding Models at New Graduate Schools of Education - Molly Cummings Carney, Boston College

Discussant

• Deborah Loewenberg Ball, University of Michigan