Grounded

Practicing What We Preach

Datos Bibliográficos

ID4308334
AutoresSam M Intrator (Smith College, Northampton, MA,, autor de correspondencia), Robert Kunzman (Indiana University Bloomington)
Año2009
Volumen60
Número5
Páginas512-519
Fecha de publicación2009-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487109348598
OpenAlexW2063378557
IdiomaEN
Referencias citadas13

In this article we explore the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. We consider the benefits of having teacher educators find ways to teach children and youth in K-12 contexts as part of their role as teacher educators--how living and working across both contexts can help revitalize a teacher educator's identity as well as improve the quality of his or her practice with preservice teachers. Finally, we suggest several models that provide teacher educators with the opportunity to work in both contexts

Grounded theory · Identity (music) · Mathematics education · Pedagogy · Qualitative research · Sociology · Teacher education · Teacher Preparation · Work (physics) · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Psychology · Teacher Education and Leadership Studies