ERIC Number: ED430942
Record Type: RIE
Publication Date: 1999-Apr
The Education of Teacher Educators: A Self-Study of the Professional Development of Two Doctoral Students in Teacher Education.
Crowe, Alicia R.; Whitlock, Tracy W.
This self-study examined how two doctoral students in a teacher education program progressed from the role of student to the role of teacher educator, examining the process of their becoming educators. The initial data were collected as part of the requirements for a series of three courses designed to prepare doctoral students for supervisory work with student teachers, help them reflect on their work, and have them assist in teaching the first course. Data sources included students' reflective journals and students' answers to guiding questions at the beginning and end of the first and third courses. Secondary data sources included responses to each others' journals and discussions on students' roles as teacher education students, preservice teacher supervisors, course instructors, and mentors to less experienced doctoral students. The two students developed a shared conceptualization of what it meant to be a teacher educator. Based on their beliefs about constructing knowledge and their reflections on their experiences, they viewed becoming a teacher educator as a process of intellectual development. The steps included becoming a learner, supervising preservice teachers, and thinking of themselves as teacher educators (when responsibility and accountability were attached to their roles in the graduate program). (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999).