Search results for: Teacher educators

Based on a cross-contextual research paradigm, this study compares the combinations of content and process concepts identified as important in the context of professors with those considered relevant in the context of teachers. The authors found significant differences between computer science professors and teachers. The greatest differences were found in their evaluations of the content concepts algorithm and structure: professors and teachers differed significantly in their evaluations of these concepts’ relationships with five and four process concepts, respectively.

This study explored how supervisors can develop greater stances of inquiry toward their practices as they experimented with video of their student teachers and shared their experiences with peers. The findings revealed how these experiences not only enhanced their existing personal approaches toward supervision, but also challenged their roles as observers and prompted them to build messages about teaching dispositions directly from video. The supervisors’ willingness to share and listen to others’ experiences with video was critical to their growth. Supervisors across grade levels, subject areas, and field sites either recognized or began to recognize how creating and using video could help them share at least a bit more of the learning space with their student teachers.

The purpose of this study was to explore how teacher educators perceive and use differentiated instruction. The results suggest teacher educators highly value and prioritize creating a positive learning environment. Furthermore, teacher educators reported using a variety of strategies that support differentiation of content, process, and product. Although they found some congruence between teacher educators' beliefs and practices and Tomlinson's model, the results suggest that a comprehensive framework for differentiation is not being modeled for candidates. The article concludes that this exploratory study provided timely and valuable information about teacher educators' beliefs and practices related to differentiation.

This article reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness.