ERIC Number: EJ1081910
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 54
Preparing Novice Teacher Educators in the Pedagogy of Teacher Education
Conklin, Hilary G.
Action in Teacher Education, v37 n4 p317-333 2015
In this article, the author provides a conceptual framework to guide the design of coursework to prepare teacher educators. Given the absence of a stronger research base to inform the preparation of novice teacher educators, the author argues that theoretical perspectives focused on K-12 preservice teacher learning can be a useful heuristic for decision making in a course for novice teacher educators. To illustrate the application of this framework, the author provides examples from a course on the pedagogy of teacher education oriented toward critical, social justice-oriented pedagogies that the author created and taught to a group of doctoral students who were learning to become teacher educators. By illustrating how the preservice teacher learning framework she proposes guided her own course decision making, the author aims to provide others with a guiding framework for facilitating the learning of novice teacher educators.
Descriptors: Teacher Educator Education, Novices, Teacher Education Programs, Teaching Skills, Beginning Teacher Induction, Teacher Education Curriculum, Pedagogical Content Knowledge, Models, Preservice Teacher Education, Social Environment, Adoption (Ideas), Educational Technology, Educational Practices
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 - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A