Interrogating College of Education Mandates from the Margins: Realizations from a Shift in Perspective

Autor/in	Orozco, Socorro
Titel	Interrogating College of Education Mandates from the Margins: Realizations from a Shift in Perspective
Quelle	In: Issues in Teacher Education, 29 (2020) 1-2, S.45-53 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	COVID-19; Pandemics; Educational Change; Reflective Teaching; College Faculty; Teacher Administrator Relationship; Computer Mediated Communication; Electronic Mail; Ambiguity (Context); Schools of Education; Teacher Education Programs; Team Training; Advocacy; California + Suchen Sie Ihr Suchwort? Bildungsreform; Fakultät; Computerkonferenz; Elektronischer Briefkasten; Erziehungswissenschaftliche Fakultät; Teamcoaching; Sozialanwaltschaft; Kalifornien
Abstract	My first year as a tenure-track professor has been nothing short of a jaw-dropping experience. From navigating the social and political environment with colleagues and administrators, to building meaningful relationships with pre-service teachers, the COVID-19 pandemic and all its attendant challenges prompted me to examine common institutional practices more closely. The result of this examination was a recognition of a shift in my perspective from "are we doing enough?" to "we are doing all we can." A subsequent interrogation of the isolating structures that create barriers to the development and growth of both emerging scholars and pre-service teachers revealed spaces in which teacher education as a discipline and a profession can develop. I suggest that the use of mindful scaffolding to transform evaluation and retention expectations and field experience requirements, whether in face-to-face or remote settings, can yield benefits for both faculty and pre-service teachers, alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01