The Landscape for Preparing Teacher Educators:
Whose Knowledges? What Visions?
This colloquium series grows out of our essential questions: What should be the curriculum of doctoral level work to prepare teacher educator-scholars? What research is needed to guide this work? In the colloquium series we seek to understand the rapidly shifting landscape of university-based teacher education.
Our specific goals and purposes include:
Scholars have been asked to address some of these questions:
Invited Scholars:
Our specific goals and purposes include:
- Analyzing the possible future of university-based teacher education;
- Learning the criticisms of university-based teacher education;
- Pondering the worth of university-based teacher education and analyzing the research that helps us evaluate it;
- Exploring the differences between reactive change and transformative change in teacher education and analyzing what transformative leadership in teacher education requires.
Scholars have been asked to address some of these questions:
- What should be the curriculum of a teacher educator preparation program in light of: a)changing demographics in the U.S.; b) changes in how disciplinary knowledge is positioned in the current school reform era; c) understandings of adult and children’s learning; d) the role of research in designing learning experiences; and e) understandings and positioning of “practice” particularly as it is differentially understood by many non-university teacher education providers; f) the shift in the private-public relationship that has been taking place in the last few decades; and g) the growing number of non-university teacher education providers?
- What are the current practices – including gaps and affordances -- in contrasting teacher education programs -- especially in reference to teachers of color, integration and mediation of learning during fieldwork, and understandings of adult learning?
- What are the assumptions and investments that undergird various current teacher education practices and programs? What are their respective beliefs in the purposes of schools and their beliefs about what knowledge is of most worth? What research is most needed now?
Invited Scholars:
- Professor Kenneth Zeichner, University of Washington, October 21-22, 2014
- Professor Viv Ellis, Brunel University, London. November 18-20, 2014
- Dean Wanda Blanchett, Rutgers University, December 2-3, 2014
- Professor Thomas Philip, UCLA, February 3-5, 2015
- Professor Marilyn Cochran-Smith, March 3-5, 2015
- Professor David Berliner, Arizona State University, March 30-April 3, 2015
- Professor Lauren Anderson, Connecticut College, April 28-29, 2015