Clare Kosnik
Biographic Data
| ID | 1603669 |
|---|---|
| NAME | Clare Kosnik |
| GIVEN NAMES | Clare |
| FAMILY NAME | Kosnik |
| SIGNATURE | KOSNIK C |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 22 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Displaced academics
Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogi…
On the shoulder of giants
Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a g…
Literacy Teacher Educators Creating Space for Children’s Literature
This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered th…
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in im…
Developing a Pedagogy of Teacher Education
John Loughran is currently the Foundation Chair in Curriculum and Professional Practice at Monash University. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About T
Preparation for the First Year of Teaching
In this study we asked beginning elementary teachers about their needs as first-year teachers and the adequacy of their preservice program in helping to meet them. The new teachers varied in satisfaction with their preparation but showed considerable consensus on their needs. They felt the study of both theory and practice should be conducted in depth and focused on certain key areas. The main areas mentioned included comprehensive planning for t…
The Preservice Admissions Process
Using qualitative and quantitative methods, we studied a large sample of our 2002–2003 preservice students to see how they were selected and how they fared in the program. Our research suggested that a key component of a preservice admissions process is to look for evidence that applicants possess qualities important for strong teaching; in our sample, this approach tended to reduce the proportion of student teachers who struggled or failed in th…
The Importance of the University Campus Program in Preservice Teacher Education
The university campus component of preservice teacher education is often seen as overly theoretical, fragmented, and unconnected to practice. Indeed, some commentators maintain that a key step in the "reform" of teacher education is to reduce the time student teachers spend on campus. In response, teacher educators have made a number of suggestions for improving the campus program. Building in part on those suggestions, the authors modified the c…
Professors and the Practicum
Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. Some researchers feel this creates an unfortunate separation between the campus program and the practicum and results in lost opportunities to strengthen the school-university partnership. Five years ago, in an elementary preservice cohort program, the authors adopted a policy of heavy involvement in practic…
From cohort to community in a preservice teacher education program
Reflection-in-Action
(2001). Reflection-in-Action: In Defence of Thoughtful Teaching. Curriculum Inquiry: Vol. 31, No. 2, pp. 217-227
Forging a Theory–Practice Connection
A review of Experimenting with the World: John Dewey and the Early Childhood Classroom by Harriet Cuffaro. New York: Teachers College Press, 1995
From cohort to community in a preservice teacher education program
Professors and the Practicum
Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. Some researchers feel this creates an unfortunate separation between the campus program and the practicum and results in lost opportunities to strengthen the school-university partnership. Five years ago, in an elementary preservice cohort program, the authors adopted a policy of heavy involvement in practic…
Reflection-in-Action
(2001). Reflection-in-Action: In Defence of Thoughtful Teaching. Curriculum Inquiry: Vol. 31, No. 2, pp. 217-227
Preparation for the First Year of Teaching
In this study we asked beginning elementary teachers about their needs as first-year teachers and the adequacy of their preservice program in helping to meet them. The new teachers varied in satisfaction with their preparation but showed considerable consensus on their needs. They felt the study of both theory and practice should be conducted in depth and focused on certain key areas. The main areas mentioned included comprehensive planning for t…
Developing a Pedagogy of Teacher Education
John Loughran is currently the Foundation Chair in Curriculum and Professional Practice at Monash University. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About T
The Preservice Admissions Process
Using qualitative and quantitative methods, we studied a large sample of our 2002–2003 preservice students to see how they were selected and how they fared in the program. Our research suggested that a key component of a preservice admissions process is to look for evidence that applicants possess qualities important for strong teaching; in our sample, this approach tended to reduce the proportion of student teachers who struggled or failed in th…
Forging a Theory–Practice Connection
A review of Experimenting with the World: John Dewey and the Early Childhood Classroom by Harriet Cuffaro. New York: Teachers College Press, 1995
From cohort to community in a preservice teacher education program
Reflection-in-Action
(2001). Reflection-in-Action: In Defence of Thoughtful Teaching. Curriculum Inquiry: Vol. 31, No. 2, pp. 217-227
The Importance of the University Campus Program in Preservice Teacher Education
The university campus component of preservice teacher education is often seen as overly theoretical, fragmented, and unconnected to practice. Indeed, some commentators maintain that a key step in the "reform" of teacher education is to reduce the time student teachers spend on campus. In response, teacher educators have made a number of suggestions for improving the campus program. Building in part on those suggestions, the authors modified the c…
Professors and the Practicum
Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. Some researchers feel this creates an unfortunate separation between the campus program and the practicum and results in lost opportunities to strengthen the school-university partnership. Five years ago, in an elementary preservice cohort program, the authors adopted a policy of heavy involvement in practic…
The Preservice Admissions Process
Using qualitative and quantitative methods, we studied a large sample of our 2002–2003 preservice students to see how they were selected and how they fared in the program. Our research suggested that a key component of a preservice admissions process is to look for evidence that applicants possess qualities important for strong teaching; in our sample, this approach tended to reduce the proportion of student teachers who struggled or failed in th…
Preparation for the First Year of Teaching
In this study we asked beginning elementary teachers about their needs as first-year teachers and the adequacy of their preservice program in helping to meet them. The new teachers varied in satisfaction with their preparation but showed considerable consensus on their needs. They felt the study of both theory and practice should be conducted in depth and focused on certain key areas. The main areas mentioned included comprehensive planning for t…
Developing a Pedagogy of Teacher Education
John Loughran is currently the Foundation Chair in Curriculum and Professional Practice at Monash University. Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning About T
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one’s professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in im…
Literacy Teacher Educators Creating Space for Children’s Literature
This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered th…
On the shoulder of giants
Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a g…
Displaced academics
Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogi…
Pedagogy (12 works) · Psychology (12 works) · Mathematics education (9 works) · Teacher Education and Leadership Studies (9 works) · Teacher education (8 works) · Medical education (7 works) · Medicine (7 works) · Political science (7 works) · Sociology (7 works) · Computer Science (6 works)