NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1014380
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: ERIC
ISSN: ISSN-0737-5328
Undoing the Divide: Teachers and Teacher Educators as Multicitizens
Birmingham, Daniel J.; Pineda, Ben; Greenwalt, Kyle A.
Teacher Education Quarterly, v40 n1 p45-62 Win 2013
This article investigates one small aspect of the work of secondary social studies teacher preparation at Michigan State University (and, of course, the surrounding public schools where so much of this preparation actually takes place). The authors have come to see that there cannot be a successful program without having close, warm, collegial relationships between mentor teachers and university course and field instructors. The teachers that society wishes to have cannot be prepared absent a shared identity--one rooted in both teacher education and the education of public school children. Or, as Bullough (2005) has written, as long as mentor teachers' main identification is with "teachers and school children, not university-based teacher educators and beginning teachers, it is highly likely that teacher education will remain little more than a weak exercise in vocational socialisation" (p. 144). In this article, the authors first lay out the framework for making sense of this shared identity--a framework borrowed from scholarship in social studies education. After briefly talking about the sources and nature of the data, they present examples of the way in which the framework for shared identity allows the authors to make sense of the lived experiences of both mentor teachers and field instructors in the program. The article concludes by turning to the voice of Ben--who as both a committed middle school teacher and teacher educator offers both a warning and a sense of hope for the work of mutually-shared teacher preparation. (Contains 3 notes.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A