Learning to Teach Teachers

Autor/inn/en	Hollins, Etta R.; Luna, Christina; Lopez, Sonja
Titel	Learning to Teach Teachers
Quelle	In: Teaching Education, 25 (2014) 1, S.99-124 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2012.755956
Schlagwörter	Teacher Education; Teacher Educators; Theory Practice Relationship; Graduate Students; Education Majors; Teaching Experience; Educational Research; Reflection; Teacher Attitudes; Teacher Responsibility; Teacher Effectiveness; Teacher Role; Teacher Education Programs; Doctoral Programs; Teacher Competencies; Computer Mediated Communication; Group Discussion + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teacher education; Education; Theorie-Praxis-Beziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten; Lehrverpflichtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle; Doktorandenprogramm; Lehrkunst; Computerkonferenz; Gruppendiskussion
Abstract	This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on pedagogy for facilitating teacher learning and learning teaching with the PTE as context. The participants in this study were 21 students enrolled in an education doctorate program at a Research I university in the Western United States. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness. Further, it was found that the combined processes of documenting practice, writing a reflective paper, and engaging in focused dialog with peers based on a shared set of readings, and incorporating the PTE as context enabled participants to think critically and co-construct deep knowledge and understanding of the role of the teacher educator and practices for facilitating teacher learning and learning teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10