TY - JOUR
T1 - Teacher Educators’ Learning in Mediated Field Experiences
AU - Heckathorn, Jennifer
AU - Sharpe, Charlotte
N1 - Funding Information:
In reviewing prior literature about TEs’ learning and praxis, we found two articles especially helpful for situating our findings. First, Anthony et al. (), discussed in the literature review, described how nine TEs engaged in a collaborative community developed their praxis over a three year design study focused on incorporating rehearsals and coaching into their repertoires of practice for the first time. These authors noted how their use of coaching practices, such as intentional pauses, developed as they gained better understanding of their students’ learning in and through rehearsals. They attribute their own learning to “active listening to student voice…reflective discussions with one another, and analysis of research data” (p. 15). These researchers’ findings, taken with our analysis, give strong evidentiary basis to conjectures 6-10 and 14 above. An additional form of support not named explicitly by Anthony et al. () is funding: their self-study was part of a three-year funded project sponsored by the New Zealand Council of Educational Research. Grant funding, even if obtained through the individual efforts of TEs, can become a signal of institutional value for TEs and the work they do in MFEs.
Publisher Copyright:
© 2023 Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - Many teacher educators (TEs) see their role as influencing radical change in K-12 classroom teaching. And yet, many TEs might characterize their own growth as steady and measured experimentation. In this paper, we explore sudden and drastic changes to praxis that TEs experienced when reorganizing their courses and programs around Mediated Field Experiences (MFEs). Using an open-ended questionnaire data from 13 TEs having recently adopted MFEs, we utilize Shulman and Shulman’s (2004) framework for teacher learning as a lens for analyzing how TEs developed in praxis–understanding, motivation, vision, practice, reflection, and community - when enacting MFEs in their contexts.
AB - Many teacher educators (TEs) see their role as influencing radical change in K-12 classroom teaching. And yet, many TEs might characterize their own growth as steady and measured experimentation. In this paper, we explore sudden and drastic changes to praxis that TEs experienced when reorganizing their courses and programs around Mediated Field Experiences (MFEs). Using an open-ended questionnaire data from 13 TEs having recently adopted MFEs, we utilize Shulman and Shulman’s (2004) framework for teacher learning as a lens for analyzing how TEs developed in praxis–understanding, motivation, vision, practice, reflection, and community - when enacting MFEs in their contexts.
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U2 - 10.1080/08878730.2023.2184888
DO - 10.1080/08878730.2023.2184888
M3 - Article
AN - SCOPUS:85150609299
SN - 0887-8730
VL - 58
SP - 368
EP - 386
JO - Teacher Educator
JF - Teacher Educator
IS - 3
ER -