Professional Development for Teacher Educators: Conflicts Between Critical Reflection and Instructional‐Based Strategies
Document Type
Article
Publication Date
2011
Keywords
teacher education, professional development, book club, diversity, reflection
Digital Object Identifier (DOI)
https://doi.org/10.1080/19415257.2010.533587
Abstract
This research study used in‐depth interviews to examine a professional development book club of teacher educators exploring their beliefs about language diversity and how to prepare future teachers for culturally and linguistically diverse schools. Findings include the centrality of lived experiences, conflicting ideas of high‐quality pedagogy and tensions with the process. This study has implications for teacher education program development as well as strategies to support professional development related to cultural and linguistic diversity.
Citation / Publisher Attribution
Professional Development in Education, v. 37, issue 4, p. 499-512
Scholar Commons Citation
Jacobs, Jennifer; Assaf, Lori C.; and Lee, Kathryn S., "Professional Development for Teacher Educators: Conflicts Between Critical Reflection and Instructional‐Based Strategies" (2011). Teaching and Learning Faculty Publications. 55.
https://digitalcommons.usf.edu/tal_facpub/55
