What Do You Have to Know and Be Able to Do? An Examination of Essential Knowledge, Skills, Abilities, and Purpose for Effective Teacher Educators: A Collaborative Self-Study

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies of Teacher Educator Professional Expertise, Knowledge, and Growth (Table 10)

Abstract

In this collaborative self-study of nine teacher educators, we investigated the knowledge, skills, purpose, and abilities utilized by experienced teacher educators across various contexts. Despite scrutiny on teacher education, little focus has been given to the preparation and support of teacher educators. We examined artifacts representing our work, a collaborative reading list, and meeting notes. As we analyzed our data sources, we observed the emergence of pedagogical principles that served as guidance or part of a framework to inform teacher educators of knowledge, skills, abilities, and purposes. Utilizing several theoretical frameworks, this research highlights the importance of localized knowledge, practical application of theoretical frameworks, program coherence, student-centered approaches, partnership development, flexibility, and critical reflection for effective teacher education.

Authors

• Jennifer Jacobs, University of South Florida

• Fernando Naiditch, Montclair State University

• Brandon M. Butler, Old Dominion University

• James Noonan, Salem State University

• Frank Pignatosi, New York University

• Frances OC Rust, University of Pennsylvania

• Dirck Roosevelt, Independent Scholar

• Jennifer L. Snow, Boise State University

• Diane Yendol-Hoppey, University of North Florida