34.049 - Teacher Education Redesign in Research-Intensive Universities: Perspectives From Research and Practice

Session Type: Symposium

Abstract

This symposium will offer perspectives on the significant redesign of teacher preparation programs through the lenses of research and practice from four research-intensive universities in the United States. The first paper describes a double loop organizational learning approach to investigate institutional assumptions. The second paper describes using a collaborative process toward change in practice situated in clinical and field experiences. The third paper describes how intentional cross-programmatic work created institutional change. The fourth paper develops a model for improving teacher preparation for linguistic diversity through the development of a faculty learning community within a research university context. The lessons learned from these institutions will shed light on the specific shared contextual elements of research universities and teacher education.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 9: Teacher Education Program Design and Innovations

Chair

• Jessica Tobin, University of Minnesota - Twin Cities

Papers

• Redesigning Teacher Education in a Research-Intensive University: Identifying Organizational Assumptions Through Double Loop Learning - Mistilina D. Sato, University of Minnesota

• Delineating an Approach to the Design and Redesign of a Preservice Teacher Preparation Program - Etta R. Hollins, University of Missouri - Kansas City

• Improving Teacher Education by Learning Across Programs - Patrick Sexton, University of Washington - Seattle

• Developing a Faculty Learning Community for Professional Development, Improvement, and Research in an R1 University - Thomas H. Levine, University of Connecticut; Dorothea M. Anagnostopoulos, The University of Connecticut; Rene Roselle, University of Connecticut

Discussant

• Jon D. Snyder, Stanford University