Reading Representation 4
- ravensrobinson
- Sep 14, 2016
- 1 min read
Readings:
Chapters 1 & 2: Dana, N.F. & Yendol-Hoppey, D. (2014) The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (3rd ed.). Thousand Oaks, Calif.: Corwin Press.
Chapter 10: Loughran, J. (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. London: Routledge.
Dana, N.F. & Yendol-Hoppey, D. (2015). Preparing the next generation of teacher educators: The role of practitioner inquiry. Action in Teacher Education, 37(4), 373-396.
Dinkleman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6-18.
Assigned Essential Questions: • What is the process for studying about being a teacher educator? • What are my questions as a teacher educator?
Reading Representation:
From the readings, being a teacher educator means going through a cycle of processing, which requires one to have the ability to practice reflection, engage in the development of student learning (mutual appreciation), and have a grasp or understanding of the method and practice of teaching, itself. Each of the major elements a teacher educator may be involved in to connect and provide meaning-making to influence progress can be met through inquiry. Inquiry, in turn, is guided by the idea of reconceptualizing one's thoughts about their role as a teacher educator.
