Professional Learning Journeys of Teacher Educators
portes grátis
Professional Learning Journeys of Teacher Educators
Butler, Brandon M.; Ritter, Dr Jason K.
Emerald Publishing Inc
11/2023
276
Dura
Inglês
9798887304977
15 a 20 dias
Descrição não disponível.
Introduction: Framing Teacher Educator Learning and Development: An Introduction; Jason K. Ritter and Brandon M. Butler.
Part I: Purposeful Initiatives And Collaborations As Teacher Educator Professional Development.
Chapter 1. Structures of Support for the Ongoing Professional Development of Teacher Educators; Sherry Dismuke and Jennifer Snow.
Chapter 2. Professional Development for University-Based Teacher Educators: A Perspective on Faculty Learning Communities; Olga De Jesus-Diaz.
Chapter 3. Narrative Inquiry of Teacher Educators' Self-Directed Professional Learning Spaces: Three Pillars and a Five-Phase Cycle Model; Aidong Zhang and Carrie Cutler.
Chapter 4. Collaborative Action Research: A Learning Space for Teacher Educators; Grace H. C. Huang, Mary Gove, and Diane G. Corrigan.
Chapter 5. A Peer-Led-Teaming Approach to Improving Science Teacher Educators' Efforts in Internationalizing Science Teacher Preparation Within Rural-Serving Programs; Gayle A. Buck, Vesna Dimitrieska, and Valarie L. Akerson.
Part II: Learning Communities As Teacher Educator Professional Development.
Chapter 6. Supervisors as Creators of Teacher Educator Community of Practice; Lisa Sullivan, Rebecca Ambrose, Heather Ballinger, Cheryl Forbes, Victoria Harvey, Soleste Hilberg, Andrew Hood, Jane Kim, Johnnie Wilson, and Evelyn Young.
Chapter 7. I am More Intentional Now in My Teaching: Growing as Teacher Educators Through a Self-Study Community of Practice; Marliese R. Peltier, Roya Q. Scales, Courtney Shimek, Elizabeth M. Bemiss, Stephanie G. Davis, and Ann Van Wig.
Chapter 8. Taking Matters Into Our Own Hands: Factors Affecting the Utility and Longevity of a Faculty Self-Study Learning Group; Jason K. Ritter and Malimi Kazi.
Chapter 9. Moving From Doctoral Student to Teacher Educator Faculty in Critical Collaboration: Carving Out an Expansive Learning Space for Innovation in Research and Practice; Allison L. Freed, Lacey D. Huffling, Aerin W. Benavides, and Hannah K. Miller.
Part III: Mentoring And Critical Friships As Teacher Educator Professional Development.
Chapter 10. A Long Conversation: Professional Learning Across Time in Teacher Education; Susan R. Adams and Ryan Flessner.
Chapter 11. Co-Mentoring: Supporting One Another Into, Through and Beyond Administrative Assignments in Teacher Education; Valerie A. Allison, Laura C. Haniford, and Laurie A. Ramirez.
Chapter 12. Learning From Field Observations and Critical Friends; Yuankun Yao, Dawna Lisa (Buchanan) Butterfield, and Matt Thomas.
Chapter 13. Black Male Critical Friendships: Intersectional Learning Spaces for Teacher Educators; Shawn S. Savage and Shane A. Smith.
Chapter 14. Learning From One Another: Growing Critical Friendships Across Disciplines to Develop Our Professional Identities as Science Teacher Educators; Lacey Huffling, Heather Scott, Asli Aslan, Kelly Moore, Miranda Simmons, and Natalie Sumner.
Part IV: Critically-oriented Teacher Educator Professional Development.
Chapter 15. A Team's Journey Toward Becoming Anti-Racist/Anti-Oppressive Teacher Educators; Michael Occhino, Eleni Duret, Cynthia Callard, Jennifer Kruger, and Michael Daley.
Chapter 16. Seeking to Unsettle and Break Through Whiteness: Enacting Self-Study to Engage in Antiracist Pedagogy as Mathematics Teacher Educators; Dawn M. Woods, Courtney Baker, Robin K. Anderson, Sara Donaldson, and Melissa Troudt.
Chapter 17. Learning to Do Better: Mathematics Teacher Educators Striving for Equity and Justice; Stefanie D. Livers, Craig J. Willey, Megan Burton, Johanna L. Massey, Natalie Odom Pough, and Diana Piccolo.
Chapter 18. So, Your Name is Not Ninja: Coming Full Circle as a Teacher Educator for Belonging; E. J. Bahng.
Biographies.
Part I: Purposeful Initiatives And Collaborations As Teacher Educator Professional Development.
Chapter 1. Structures of Support for the Ongoing Professional Development of Teacher Educators; Sherry Dismuke and Jennifer Snow.
Chapter 2. Professional Development for University-Based Teacher Educators: A Perspective on Faculty Learning Communities; Olga De Jesus-Diaz.
Chapter 3. Narrative Inquiry of Teacher Educators' Self-Directed Professional Learning Spaces: Three Pillars and a Five-Phase Cycle Model; Aidong Zhang and Carrie Cutler.
Chapter 4. Collaborative Action Research: A Learning Space for Teacher Educators; Grace H. C. Huang, Mary Gove, and Diane G. Corrigan.
Chapter 5. A Peer-Led-Teaming Approach to Improving Science Teacher Educators' Efforts in Internationalizing Science Teacher Preparation Within Rural-Serving Programs; Gayle A. Buck, Vesna Dimitrieska, and Valarie L. Akerson.
Part II: Learning Communities As Teacher Educator Professional Development.
Chapter 6. Supervisors as Creators of Teacher Educator Community of Practice; Lisa Sullivan, Rebecca Ambrose, Heather Ballinger, Cheryl Forbes, Victoria Harvey, Soleste Hilberg, Andrew Hood, Jane Kim, Johnnie Wilson, and Evelyn Young.
Chapter 7. I am More Intentional Now in My Teaching: Growing as Teacher Educators Through a Self-Study Community of Practice; Marliese R. Peltier, Roya Q. Scales, Courtney Shimek, Elizabeth M. Bemiss, Stephanie G. Davis, and Ann Van Wig.
Chapter 8. Taking Matters Into Our Own Hands: Factors Affecting the Utility and Longevity of a Faculty Self-Study Learning Group; Jason K. Ritter and Malimi Kazi.
Chapter 9. Moving From Doctoral Student to Teacher Educator Faculty in Critical Collaboration: Carving Out an Expansive Learning Space for Innovation in Research and Practice; Allison L. Freed, Lacey D. Huffling, Aerin W. Benavides, and Hannah K. Miller.
Part III: Mentoring And Critical Friships As Teacher Educator Professional Development.
Chapter 10. A Long Conversation: Professional Learning Across Time in Teacher Education; Susan R. Adams and Ryan Flessner.
Chapter 11. Co-Mentoring: Supporting One Another Into, Through and Beyond Administrative Assignments in Teacher Education; Valerie A. Allison, Laura C. Haniford, and Laurie A. Ramirez.
Chapter 12. Learning From Field Observations and Critical Friends; Yuankun Yao, Dawna Lisa (Buchanan) Butterfield, and Matt Thomas.
Chapter 13. Black Male Critical Friendships: Intersectional Learning Spaces for Teacher Educators; Shawn S. Savage and Shane A. Smith.
Chapter 14. Learning From One Another: Growing Critical Friendships Across Disciplines to Develop Our Professional Identities as Science Teacher Educators; Lacey Huffling, Heather Scott, Asli Aslan, Kelly Moore, Miranda Simmons, and Natalie Sumner.
Part IV: Critically-oriented Teacher Educator Professional Development.
Chapter 15. A Team's Journey Toward Becoming Anti-Racist/Anti-Oppressive Teacher Educators; Michael Occhino, Eleni Duret, Cynthia Callard, Jennifer Kruger, and Michael Daley.
Chapter 16. Seeking to Unsettle and Break Through Whiteness: Enacting Self-Study to Engage in Antiracist Pedagogy as Mathematics Teacher Educators; Dawn M. Woods, Courtney Baker, Robin K. Anderson, Sara Donaldson, and Melissa Troudt.
Chapter 17. Learning to Do Better: Mathematics Teacher Educators Striving for Equity and Justice; Stefanie D. Livers, Craig J. Willey, Megan Burton, Johanna L. Massey, Natalie Odom Pough, and Diana Piccolo.
Chapter 18. So, Your Name is Not Ninja: Coming Full Circle as a Teacher Educator for Belonging; E. J. Bahng.
Biographies.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Education; Teacher Education; Teacher Educator Learning; Teacher Educator Development; Doctoral Student Learning; Professional Learning
Introduction: Framing Teacher Educator Learning and Development: An Introduction; Jason K. Ritter and Brandon M. Butler.
Part I: Purposeful Initiatives And Collaborations As Teacher Educator Professional Development.
Chapter 1. Structures of Support for the Ongoing Professional Development of Teacher Educators; Sherry Dismuke and Jennifer Snow.
Chapter 2. Professional Development for University-Based Teacher Educators: A Perspective on Faculty Learning Communities; Olga De Jesus-Diaz.
Chapter 3. Narrative Inquiry of Teacher Educators' Self-Directed Professional Learning Spaces: Three Pillars and a Five-Phase Cycle Model; Aidong Zhang and Carrie Cutler.
Chapter 4. Collaborative Action Research: A Learning Space for Teacher Educators; Grace H. C. Huang, Mary Gove, and Diane G. Corrigan.
Chapter 5. A Peer-Led-Teaming Approach to Improving Science Teacher Educators' Efforts in Internationalizing Science Teacher Preparation Within Rural-Serving Programs; Gayle A. Buck, Vesna Dimitrieska, and Valarie L. Akerson.
Part II: Learning Communities As Teacher Educator Professional Development.
Chapter 6. Supervisors as Creators of Teacher Educator Community of Practice; Lisa Sullivan, Rebecca Ambrose, Heather Ballinger, Cheryl Forbes, Victoria Harvey, Soleste Hilberg, Andrew Hood, Jane Kim, Johnnie Wilson, and Evelyn Young.
Chapter 7. I am More Intentional Now in My Teaching: Growing as Teacher Educators Through a Self-Study Community of Practice; Marliese R. Peltier, Roya Q. Scales, Courtney Shimek, Elizabeth M. Bemiss, Stephanie G. Davis, and Ann Van Wig.
Chapter 8. Taking Matters Into Our Own Hands: Factors Affecting the Utility and Longevity of a Faculty Self-Study Learning Group; Jason K. Ritter and Malimi Kazi.
Chapter 9. Moving From Doctoral Student to Teacher Educator Faculty in Critical Collaboration: Carving Out an Expansive Learning Space for Innovation in Research and Practice; Allison L. Freed, Lacey D. Huffling, Aerin W. Benavides, and Hannah K. Miller.
Part III: Mentoring And Critical Friships As Teacher Educator Professional Development.
Chapter 10. A Long Conversation: Professional Learning Across Time in Teacher Education; Susan R. Adams and Ryan Flessner.
Chapter 11. Co-Mentoring: Supporting One Another Into, Through and Beyond Administrative Assignments in Teacher Education; Valerie A. Allison, Laura C. Haniford, and Laurie A. Ramirez.
Chapter 12. Learning From Field Observations and Critical Friends; Yuankun Yao, Dawna Lisa (Buchanan) Butterfield, and Matt Thomas.
Chapter 13. Black Male Critical Friendships: Intersectional Learning Spaces for Teacher Educators; Shawn S. Savage and Shane A. Smith.
Chapter 14. Learning From One Another: Growing Critical Friendships Across Disciplines to Develop Our Professional Identities as Science Teacher Educators; Lacey Huffling, Heather Scott, Asli Aslan, Kelly Moore, Miranda Simmons, and Natalie Sumner.
Part IV: Critically-oriented Teacher Educator Professional Development.
Chapter 15. A Team's Journey Toward Becoming Anti-Racist/Anti-Oppressive Teacher Educators; Michael Occhino, Eleni Duret, Cynthia Callard, Jennifer Kruger, and Michael Daley.
Chapter 16. Seeking to Unsettle and Break Through Whiteness: Enacting Self-Study to Engage in Antiracist Pedagogy as Mathematics Teacher Educators; Dawn M. Woods, Courtney Baker, Robin K. Anderson, Sara Donaldson, and Melissa Troudt.
Chapter 17. Learning to Do Better: Mathematics Teacher Educators Striving for Equity and Justice; Stefanie D. Livers, Craig J. Willey, Megan Burton, Johanna L. Massey, Natalie Odom Pough, and Diana Piccolo.
Chapter 18. So, Your Name is Not Ninja: Coming Full Circle as a Teacher Educator for Belonging; E. J. Bahng.
Biographies.
Part I: Purposeful Initiatives And Collaborations As Teacher Educator Professional Development.
Chapter 1. Structures of Support for the Ongoing Professional Development of Teacher Educators; Sherry Dismuke and Jennifer Snow.
Chapter 2. Professional Development for University-Based Teacher Educators: A Perspective on Faculty Learning Communities; Olga De Jesus-Diaz.
Chapter 3. Narrative Inquiry of Teacher Educators' Self-Directed Professional Learning Spaces: Three Pillars and a Five-Phase Cycle Model; Aidong Zhang and Carrie Cutler.
Chapter 4. Collaborative Action Research: A Learning Space for Teacher Educators; Grace H. C. Huang, Mary Gove, and Diane G. Corrigan.
Chapter 5. A Peer-Led-Teaming Approach to Improving Science Teacher Educators' Efforts in Internationalizing Science Teacher Preparation Within Rural-Serving Programs; Gayle A. Buck, Vesna Dimitrieska, and Valarie L. Akerson.
Part II: Learning Communities As Teacher Educator Professional Development.
Chapter 6. Supervisors as Creators of Teacher Educator Community of Practice; Lisa Sullivan, Rebecca Ambrose, Heather Ballinger, Cheryl Forbes, Victoria Harvey, Soleste Hilberg, Andrew Hood, Jane Kim, Johnnie Wilson, and Evelyn Young.
Chapter 7. I am More Intentional Now in My Teaching: Growing as Teacher Educators Through a Self-Study Community of Practice; Marliese R. Peltier, Roya Q. Scales, Courtney Shimek, Elizabeth M. Bemiss, Stephanie G. Davis, and Ann Van Wig.
Chapter 8. Taking Matters Into Our Own Hands: Factors Affecting the Utility and Longevity of a Faculty Self-Study Learning Group; Jason K. Ritter and Malimi Kazi.
Chapter 9. Moving From Doctoral Student to Teacher Educator Faculty in Critical Collaboration: Carving Out an Expansive Learning Space for Innovation in Research and Practice; Allison L. Freed, Lacey D. Huffling, Aerin W. Benavides, and Hannah K. Miller.
Part III: Mentoring And Critical Friships As Teacher Educator Professional Development.
Chapter 10. A Long Conversation: Professional Learning Across Time in Teacher Education; Susan R. Adams and Ryan Flessner.
Chapter 11. Co-Mentoring: Supporting One Another Into, Through and Beyond Administrative Assignments in Teacher Education; Valerie A. Allison, Laura C. Haniford, and Laurie A. Ramirez.
Chapter 12. Learning From Field Observations and Critical Friends; Yuankun Yao, Dawna Lisa (Buchanan) Butterfield, and Matt Thomas.
Chapter 13. Black Male Critical Friendships: Intersectional Learning Spaces for Teacher Educators; Shawn S. Savage and Shane A. Smith.
Chapter 14. Learning From One Another: Growing Critical Friendships Across Disciplines to Develop Our Professional Identities as Science Teacher Educators; Lacey Huffling, Heather Scott, Asli Aslan, Kelly Moore, Miranda Simmons, and Natalie Sumner.
Part IV: Critically-oriented Teacher Educator Professional Development.
Chapter 15. A Team's Journey Toward Becoming Anti-Racist/Anti-Oppressive Teacher Educators; Michael Occhino, Eleni Duret, Cynthia Callard, Jennifer Kruger, and Michael Daley.
Chapter 16. Seeking to Unsettle and Break Through Whiteness: Enacting Self-Study to Engage in Antiracist Pedagogy as Mathematics Teacher Educators; Dawn M. Woods, Courtney Baker, Robin K. Anderson, Sara Donaldson, and Melissa Troudt.
Chapter 17. Learning to Do Better: Mathematics Teacher Educators Striving for Equity and Justice; Stefanie D. Livers, Craig J. Willey, Megan Burton, Johanna L. Massey, Natalie Odom Pough, and Diana Piccolo.
Chapter 18. So, Your Name is Not Ninja: Coming Full Circle as a Teacher Educator for Belonging; E. J. Bahng.
Biographies.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
