NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ814761
Record Type: Journal
Publication Date: 2007-May
Pages: 18
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1742-5964
Forging a Pedagogy of Teacher Education: The Challenges of Moving from Classroom Teacher to Teacher Educator
Ritter, Jason K.
Studying Teacher Education, v3 n1 p5-22 May 2007
This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator. Unanticipated challenges included establishing his professional identity as a teacher educator, navigating the ambiguous role of teacher educator as both advocate and evaluator, and dealing with external sources of resistance manifest in the belief systems of student teachers and the norms of the public school system.
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A