Defining Teacher Educator Through the Eyes of Classroom Teachers by ProQuest

VIEWS: 6 PAGES: 13

The purpose of this study was to analyze a sample of classroom teachers' definitions of the term teacher educator and determine whether they considered themselves to be teacher educators. The extent that classroom teachers' definitions of a teacher educator were influenced by involvement in a university-public school partnership was also examined. Results indicated that a large majority of the study's participants considered themselves to be teacher educators, but there were variations in how they defined this role. Analysis of the participants' definitions of the term teacher educator revealed two general categories: teacher of teachers and general educator. Results also indicated that a school's consistent involvement in a partnership led to a higher percentage of teachers giving definitions that could be categorized under the teacher of teachers theme. Theoretical and practical implications of the findings are presented, along with suggestions for future study.

More Info
									                        Teacher Educator                                                the Eyes of

                           Byran B. Korth, Lynnette Erickson, & Kendra M. Hall
                                         Brigham Young University

                                                     Abstract
    The purpose of this study was to analyze a sample of classroom teachers’ definitions of the term
          and determine whether they considered themselves to be teacher educators. The extent that classroom
teachers’ definitions of a teacher educator were influenced by involvement in a university–public school
partnership was also examined. Results indicated that a large majority of the study’s participants considered
themselves to be teacher educators, but there were variations in how they defined this role. Analysis of the
participants’ definitions of the term                      revealed two general categories: teacher of teachers and
general educator. Results also indicated that a school’s consistent involvement in a partnership led to a higher
percentage of teachers giving definitions that could be categorized under the teacher of teachers theme. Theoretical
and practical implications of the findings are presented, along with suggestions for future study.


                ’

                                                                                    -
        - 
								
To top