Extending and Enhancing Preservice Teacher Education Through Shadowing Opportunities (Poster 27)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Engaged Teacher Preparation: Community, Research, and Practice

Abstract

This paper presents an exploration of the promising early results from “shadowing” experiences implemented as an expansion of pre-service teacher (PST) training at a large public university in Maryland. We found an evolution of PST thinking over the course of four months of shadowing experiences related to special education, ESOL education, and students served by professionals in these fields. Specifically, PSTs demonstrated more complex and compassionate views on pedagogical practice, grappled with the varied roles of teachers beyond the classroom, and demonstrated curiosity regarding professional knowledge about schools and communities. We offer implications for teacher educators seeking to reimagine teacher preparation as well as policy implications for states that attempt a significant policy shift like that being attempted in Maryland.

Authors

• Joel Miller, University of Maryland

• Loren Jones, University of Maryland

• Sonya Riley, University of Maryland - College Park

• Anisha Campbell, University of Maryland

• Megan Madigan Peercy, University of Maryland