Training, Technique, and Automaticity

Teacher Preparation at the Charles Sposato Graduate School of Education

Datos Bibliográficos

ID12794589
AutoresElizabeth Stringer Keefe (0000-0002-9573-4925, Stonehill College, Easton, Massachusetts, USA, autor de correspondencia), Andrew F Miller (0000-0002-4715-0650, Boston College, Boston, Massachusetts, USA)
Año2020
Volumen17
Número1
Páginas39-57
Fecha de publicación2020-11-12
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe New Educator (JOURNAL)
Identificadores de la revistaISSN: 1549-9243 • E-ISSN: 1549-9243
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/1547688x.2020.1838677
OpenAlexW3104418210
IdiomaEN
Citas recibidas4
Referencias citadas24

A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master’s degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato’s intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and “expert” coaching on precise techniques, was aimed at establishing automaticity in the “rookie” teacher. Sposato’s emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness

Automaticity · Coaching · Context (archaeology · Graduate education · Licensure · Mathematics education · Medical education · Pedagogy · Quality (philosophy · Sociology · Teacher education · Collaborative Teaching and Inclusion · Education and Technology Integration · Medicine · Psychology · Teacher Education and Leadership Studies