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ERIC Number: EJ617185
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0737-5328
Going Public: Making Teacher Educators' Learning Explicit as a Model for Preservice Teachers.
Hudson-Ross, Sally; Graham, Peg
Teacher Education Quarterly, v27 n4 p5-24 Fall 2000
Highlights the importance of teacher educators co-constructing knowledge with student teachers within reflective environments, examining co-teaching within a social constructivist framework in one teacher education program. The paper examines four primary roles for teacher educators as more experienced colleagues within a learning community: teacher researcher; reflective practitioner; member of a professional, collaborative learning community; and assessor in a constructivist classroom. (SM)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A