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 experien...

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Veröffentlicht in:	Teacher education quarterly (Claremont, Calif.) Calif.), 2000-10, Vol.27 (4), p.5-24
Hauptverfasser:	Hudson-Ross, Sally, Graham, Peg
Format:	Artikel
Sprache:	eng
Schlagworte:	Collaborative learning College instruction Constructivism (Learning) Elementary Secondary Education English teachers Higher Education Language teachers Learning Communities Mentoring Preservice Teacher Education Reflective Teaching School campuses Social Constructivism Student Teachers Teacher Collaboration Teacher education Teacher Educators Teacher Researchers Teacher Role Teachers
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container_title	Teacher education quarterly (Claremont, Calif.)
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creator	Hudson-Ross, Sally Graham, Peg
description	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)
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issn	0737-5328
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source	Jstor Complete Legacy; Education Source
subjects	Collaborative learning College instruction Constructivism (Learning) Elementary Secondary Education English teachers Higher Education Language teachers Learning Communities Mentoring Preservice Teacher Education Reflective Teaching School campuses Social Constructivism Student Teachers Teacher Collaboration Teacher education Teacher Educators Teacher Researchers Teacher Role Teachers
title	Going Public: Making Teacher Educators' Learning Explicit as a Model for Preservice Teachers
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