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| Autor/inn/en | Hudson-Ross, Sally; Graham, Peg |
|---|---|
| Titel | Going Public: Making Teacher Educators' Learning Explicit as a Model for Preservice Teachers. |
| Quelle | In: Teacher Education Quarterly, 27 (2000) 4, S.5-24 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0737-5328 |
| Schlagwörter | Constructivism (Learning); Elementary Secondary Education; Higher Education; Preservice Teacher Education; Reflective Teaching; Student Teachers; Teacher Collaboration; Teacher Educators; Teacher Researchers; Teacher Role |
| Abstract | Highlights the importance of teacher educators co-constructing knowledge with student teachers within reflective environments, examining co-teaching within a social constructivist framework in one teacher education program. The paper examines four primary roles for teacher educators as more experienced colleagues within a learning community: teacher researcher; reflective practitioner; member of a professional, collaborative learning community; and assessor in a constructivist classroom. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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