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Redefining Teacher Preparation: Learning from Experience in Educator Development, highlights applications and reflections of Association of Teacher Educator (ATE) Standards and offers conceptual frameworks and contextual realities in connections to classroom educators at all stages of their career. Association of Teacher Educators (ATE) is a professional community focusing upon redefining teacher preparation to promote advocacy, equity, leadership and professionalism through learning from experience in educator development.
This text is meant as a reflection of the current state of the profession as revolves around the concept of classroom teachers as associated teacher educators. This text serves also as a tool for promoting professional discourse concerning redefining teacher preparation in learning through experience pertaining to the development and implications of classroom teachers as associated teacher educators. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of classroom teachers as associated teacher educators in this regard.
List of contents
Foreword, Nancy P. Gallavan
Preface
Acknowledgements
Editor's Note
Introduction, Caroline M. Crawford & Sandra L. Hardy
Overview and Framework, Caroline M. Crawford & Sandra L. Hardy
Chapter One: Classroom Teachers as Associated Teacher Educators: Applying ATE Standards for Teacher Educators, Romena M. Garrett Holbert & Robert Fisher
Chapter Two: Context is Everything: Increasing the Relevance of Preservice Teachers' Experiences in Classroom Management Preservice Teaching, Benjamin R. Wellenreiter
Chapter Three: Becoming Teacher Educators: Transformational Journeys of Classroom Teachers, Nancy P. Gallavan
Chapter Four: Learning from Experience: Insights by Veteran Classroom Teachers on Teacher Preparation, Louise Ammentorp
Chapter Five: Classroom Teachers as Associate Teacher Educator Perspectives: Framing Dialogues and Professional Development Contexts amongst Professional Educators, Caroline M. Crawford
Afterword, Caroline M. Crawford & Sandra L. Hardy
About the Editors
About the Contributors
About the author
Caroline M. Crawford is an associate professor of instructional design and learning technologies at the University of Houston-Clear Lake. She focuses her areas of impact upon instructional design, performance improvement, and learning theories within communities of learning, communities of practice and the appropriate and successful integration of technologies into differentiated learning environments of distributed including online and mobile, hybrid and traditional.Sandra L. Hardy is founder and executive director of Hardy Education Resources. Her primary areas of focus include research and development pertaining to leadership and induction of K-12 and higher education educators, administrators, and other educational professionals’ development and related programs. Her services are based on the unique needs of the individual teacher as learner in connection to promoting effective communities of practice through dynamic collaborations while identifying and securing the required multilevel resources.
Summary
The text focuses upon redefining teacher preparation through learning from experience pertaining to advocacy, equity, leadership, and professionalism for classroom teachers as associated teacher educators in all settings. The chapters highlight Association of Teacher Educators Standards and offer connections to classroom educators at all stages.
