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ERIC Number: EJ1026933
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1742-5964
Tipping the Balance from Expert to Facilitator: Examining Myths about Being a Teacher Educator
Beeman-Cadwallader, Nicole; Buck, Gayle; Trauth-Nare, Amy
Studying Teacher Education, v10 n1 p70-85 2014
This self-study addresses two questions: (1) how did self-study aid the teacher educator in interrogating her beliefs about and mediate her projection of teacher-as-facilitator versus teacher-as-expert? and (2) in what ways did prospective elementary teachers in an undergraduate, interdisciplinary science course exert control over their learning as a result of the teacher educator's self-interrogation of practices? In her teaching role with prospective teachers, Nicole explored a major myth about teaching concerning the image of the professor as the primary expert in the classroom. Critical events analysis revealed instances where she exerted power as an expert or assumed the role of facilitator. Instead of clearly marked instances where she took actions to exert her various roles in the classroom, she found that classroom events could not be categorized neatly. There were cases where she acted as an expert and students felt free to make their own decisions about their learning. When she was uncertain or attempted to relinquish control, students often responded by not taking control of their learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A