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.
ASJC Scopus subject areas