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Considering the Embodied Knowledge of Teacher Educators
Thu, April 9, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 4th Floor, Diamond 9Session Type: Symposium
Abstract
Teacher educator knowledge is an emerging topic of research in teacher education. Like teacher knowledge, teacher educator knowledge is embodied, idiosyncratic and evolving making it difficult to uncover. Teacher education assignments are a static source of this knowledge. In this session, four sets of teacher educator researchers identify and analyze assignments and articulate the Teacher educator knowledge that guides their practice. Two experienced teacher educators review the findings of these research studies uncovering shared and distinct Teacher educator knowledge held by teacher educators. This session contributes to the conversation on Teacher educator knowledge and the theoretical and practical information that informs TE practice.
Sub Unit
Chair
Papers
Embodied Knowledge in Teacher Education: A Collaborative Self-Study of Child Study Assignments - Jane Mcintosh Cooper, University of Houston - Clear Lake; Christine Beaudry, Nevada State University; Leslie M. Gauna, University of Houston - Clear Lake
Inquiring about Teaching to Inquire: Teacher Educators Explore the Knowledge Embodied in Teaching to Inquire - Frances OC Rust, University of Pennsylvania; Sonia M. Rosen, University of Pennsylvania; Jessica Whitelaw, University of Pennsylvania
Attending to Indigenous Ways of Knowing - M. Shaun Murphy, University of Saskatchewan; Norine Tourangeau, University of Saskatchewan; Trudy M. Cardinal, University of Alberta; Megan Marie Tipler, University of Alberta; Charis Auger, University of Alberta; Patsy Steinhauer, University of Alberta; Janice Huber, University of Alberta
Uncovering Teacher Educator Knowledge for Teaching Emergent Bilinguals - Celina Marie Lay, Brigham Young University; Stefinee E. Pinnegar, Brigham Young University