Going Public: Making Teacher Educators' Learning Explicit as a Model for Preservice Teachers

Highlights the importance of teacher educators co-constructing knowledge with student teachers within reflective environments, examining co-teaching within a social constructivist framework in one teacher education program. The paper examines four primary roles for teacher educators as more experienced colleagues within a learning community: teacher researcher; reflective practitioner; member of a professional, collaborative learning community; and assessor in a constructivist classroom. (SM)