Creating a Context for Change: Teacher Residency Coursework and Curriculum as Transformational

• In Event: Creating Contexts for Change in Preservice Teacher Education

Abstract

This paper explores the following question through case study analysis: What are the narrated
experiences of university faculty, mentor teachers, and teacher residents as they navigate the
transformation of teacher education coursework to recenter knowledge? It investigates the
experiences of teacher education faculty, school-based mentor-teachers, and teacher-residents in
re-centering a teacher education program through a transformational approach that featured the
modularization of courses in a state-approved program. Rather than teaching courses in a
traditional 3-credit format, courses were divided into 1-credit modules taught across three
semesters. Analysis of interview, focus group, and survey data revealed that while the model is
effective for making theory-to-practice connections, greater school-university collaboration is
essential and strategies for doing so are identified.

Authors

• Elisabeth Etopio, University at Buffalo - SUNY

• Erin Kearney, University at Buffalo - SUNY

• Amanda Winkelsas, University at Buffalo - SUNY

• Amanda Seccia, University of Chicago

• Ling Zhai, University at Buffalo - SUNY

• Julie Gorlewski, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY

• Corrie Stone-Johnson, University at Buffalo - SUNY

• Nooshin Shafaei, University at Buffalo - SUNY