Abstract
The contemporary realities facing teacher candidates (TCs) often challenge teacher educators’ expertise and awareness. Accordingly, teacher educators must expand their understanding to support identifying TCs’ needs, gain a deeper appreciation of the challenges presented, and redefine the skill set provided. Often, insight can be found in others typically overlooked in the conversation, including part-time faculty and clinically based supervisors (Potter et al., 2016). However, teacher educators frequently exist in silos, with adjuncts and supervisors focusing on clinical practicums and academic faculty concentrating on coursework/ research (Etter et al., 2021). This mixed methods study demonstrates how two teacher educators renounced traditional practices and utilized the power of collaboration to ensure TCs were prepared for the realities of teaching in today’s classrooms.
Presenters
Heather SchockAssistant Professor, Department of Education, The University of Tampa, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teacher Educators, Teacher Candidates, Collaboration, Preparedness, Teacher Self-Care
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