Section archive - Teacher Educators

The current article reports a self-study that used a model of core reflection to examine the identity and practices of two teacher educators. The self-study presented in this article was undertaken at Victoria, Australia during the first semester of 2008. During three sessions of core reflection the authors examined the experiences of one of the participants in relation to her teaching ideals, perceived difficulties or obstacles to achieving these ideals, and sense of self as a teacher educator. The findings from this self-study suggested that the core reflection model was a valuable tool for the participants in seeking to understand their practice and to improve their pedagogy, and in turn, to improve their students’ learning in teacher education.

In this article, the author returned to classroom teaching to better understand the challenges faced by student teachers in implementing Communicative Language Teaching for teaching English at secondary school level. Through self-study the author formed a more developed understanding of the learners' role in learning; their prior learning and past classroom experiences are brought heavily to bear on new learning experiences. Finally, implications for practice and policy are suggested .

The purpose of this study is to examine initial concerns of faculty involved in a one-to-one laptop program in an elementary teacher credential program. This study took place at a large state public university in Southern California. Eight instructional faculty and three field supervision faculty participated in this study. Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied. Data pointed to three major implications regarding technology-rich teacher education and faculty issues to be addressed for program success.

The purpose of this article is to examine how college professors prepare their lessons for class. Two highly effective teachers engaged each other in peer-reflection as they explored their own methods of lesson preparation. As they conferred with one another, they recognized similarities and examined their differences. Their similarities on seven attributes of lesson preparation were strong; however, on seven facets they differed.