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ERIC Number: EJ940631
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0737-5328
Professional Development of Teacher Educators through a "Transitional Space": A Surprising Outcome of a Teacher Education Program
Margolin, Ilana
Teacher Education Quarterly, v38 n3 p7-25 Sum 2011
The challenges facing teacher educators to bridge the gap between theory and practice and to solve the problem of curricular fragmentation necessitate the creation of a more coherent program, the establishment of partnerships with schools, and the building of new educative spaces. In order to provide students with rich learning opportunities, and enhance their learning about teaching, teacher educators are required to serve as models and as change agents, and to engage in an ongoing exploration of their practice. The aim of this paper is to describe and analyze an innovative learning space that teacher educators created for themselves, affording them the possibility of building a new teacher education program while changing the educational environment and transforming their conceptions as well as their actions. The project focused on shifting the curricula from the conventional stand-alone course format to one in which there is curricular integration that facilitates a meaningful connection between college-based courses and students' experience of the field. Four years before initiating the project described here, the head of the elementary school department with a team of four teacher educators from that department implemented changes in the teacher preparation program for elementary school teachers (Margolin, 2007a). The changes were established on three main principles: (1) integration of the curriculum; (2) partnerships with cooperating schools; and (3) action research as an integral part of the curriculum. This study is a self-study conducted by the leader of an innovative teacher preparation program. It draws upon data sources that are appropriate for examining issues of practice, and is a unique form of research that is responsive to the demands of the practice context.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel