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Conference Paper: Emergent teacher educators, novice teachers, and learning in and from practice: Inquiry and conflict

TitleEmergent teacher educators, novice teachers, and learning in and from practice: Inquiry and conflict
Authors
Roosevelt, DEllis, VGoodwin, ALHafeli, MMensah, FMParkes, KSouto-Manning, S
Issue Date2018
PublisherAll Academic, Inc.
Citation
American Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018 How to Cite?
AbstractTheoretical and empirical analysis are combined in this investigation of manifold, many-rooted problems, and possibilities (sometimes fleeting), encountered in sustained attempts to help “emergent teacher educators” develop inquiry and capacity oriented practices of teacher education in context of highly prescriptive norms of schooling—and, increasingly, teacher education—in the US today.
DescriptionSheraton Roundtable Session 7: Learning to Teach Teachers: Teacher Educator Development Across University Contexts
Persistent Identifierhttp://hdl.handle.net/10722/284209

 

DC FieldValueLanguage
dc.contributor.authorRoosevelt, D-
dc.contributor.authorEllis, V-
dc.contributor.authorGoodwin, AL-
dc.contributor.authorHafeli, M-
dc.contributor.authorMensah, FM-
dc.contributor.authorParkes, K-
dc.contributor.authorSouto-Manning, S-
dc.date.accessioned2020-07-20T05:56:56Z-
dc.date.available2020-07-20T05:56:56Z-
dc.date.issued2018-
dc.identifier.citationAmerican Educational Research Association (AERA) Annual Meeting 2018: The Dreams, Possibilities, and Necessity of Public Education, New York, USA, 13-17 April 2018-
dc.identifier.urihttp://hdl.handle.net/10722/284209-
dc.descriptionSheraton Roundtable Session 7: Learning to Teach Teachers: Teacher Educator Development Across University Contexts-
dc.description.abstractTheoretical and empirical analysis are combined in this investigation of manifold, many-rooted problems, and possibilities (sometimes fleeting), encountered in sustained attempts to help “emergent teacher educators” develop inquiry and capacity oriented practices of teacher education in context of highly prescriptive norms of schooling—and, increasingly, teacher education—in the US today.-
dc.languageeng-
dc.publisherAll Academic, Inc. -
dc.relation.ispartofAERA (American Educational Research Association) 2018 Annual Meeting-
dc.titleEmergent teacher educators, novice teachers, and learning in and from practice: Inquiry and conflict -
dc.typeConference_Paper-
dc.identifier.emailGoodwin, AL: alg25@hku.hk-
dc.identifier.authorityGoodwin, AL=rp02334-
dc.identifier.hkuros311332-
dc.publisher.placeUnited States-

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