ERIC Number: ED605360
Record Type: Non-Journal
Publication Date: 2017-Apr-29
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Available Date: N/A
The Impact of Ambitious Teacher Education on Novice Teacher Educators' Beliefs and Practices
Cawn, Brad
AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017)
Though teacher education has long been considered a "weak intervention" (Richardson, 1996), inquiry into the effects of stronger, sustained models of preparation have been lacking, particularly in literacy education. In this longitudinal study, we traced a set of novice teacher candidates from their initial training in inquiry-based literacy instruction through their student teaching and first-year inservice experiences to assess the influence of ambitious teacher education on the subsequent beliefs and practices. Our findings suggest that when inculcated with a vision of ambitious instruction novice teachers may be able to internalize and sustain this vision regardless of the environments or cultural norms of school settings in which they work.
Descriptors: Beginning Teachers, Beliefs, English Teacher Education, English Teachers, Secondary Education, Literacy, Methods Courses, Preservice Teachers, State Universities, Active Learning, Inquiry, Problem Based Learning, Student Teachers
AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A