Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early Career Teacher Educators

Autor/inn/en	Vaughn, Margaret; Parsons, Seth A.; Scales, Roya Q.; Wall, Amanda
Titel	Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early Career Teacher Educators
Quelle	In: New Educator, 13 (2017) 3, S.251-270 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2015.1063177
Schlagwörter	Teacher Educators; Teaching Models; Teaching Methods; Teaching Styles; Teacher Expectations of Students; Educational Practices; Educational Objectives; Teaching Experience; Personal Narratives; Knowledge Base for Teaching; Advocacy; Transformative Learning; Educational Experience; Instructional Innovation + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrmodell; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Erlebniserzählung; Teaching theory; Theory of teaching; Unterrichtstheorie; Sozialanwaltschaft; Pädagogische Transformation; Bildungserfahrung; Educational Innovation; Bildungsinnovation
Abstract	The purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today's highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01