Exploring Boundaries for Teacher Educators in School-Based Partnerships

• In Event: Sheraton Roundtable Session 24
  In Roundtable Session: Interactive Roles of University Supervisors and Mentors With Preservice Teachers

Abstract

Recent calls for the reimagining of the student teaching experience necessitate the (re)consideration of relationships among university faculty, student teachers, and the schools in which student teaching occurs. This ethnographic study describes the experiences of university Resident Faculty members (RFs) who participated in a full-year, extended clinical practice student teaching program. While embedded two days per week in partnering K-12 schools, RFs supported student teachers as they worked with cooperating teachers and their students, as well as taught university courses to student teachers on-site. This paper focuses on the boundaries that were encountered and renegotiated by and with RFs and then considers the implications of such boundaries for those involved in extended clinical practice programs.

Authors

• Liz Chase, St. John's University

• Nancy P. Morabito, St. John's University

• Daniel Ness, St. John's University