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Full-Text Articles in Education
Perceived Impact By Teacher Candidates Of Specific Supervision Experiences Focused On Critical Reflection, Pamela Briggs
Perceived Impact By Teacher Candidates Of Specific Supervision Experiences Focused On Critical Reflection, Pamela Briggs
Boise State University Theses and Dissertations
This phenomenological case study describes the perceived impact by teacher candidates of specific supervision experiences focused on critical reflection. Within this study, critical reflection is defined as examining one’s teaching practice to consider the effects of one’s choices on others relevant to social and political context. The purpose of the study was to understand and describe the experience of specific supervision practices through the perceptions of teacher candidates practicing teaching during their professional year at assigned elementary schools. Data from this study focused on two main questions, “What specific supervision experiences do teacher candidates consider helpful to their teacher development?” …
Navigating The Terrain Of Third Space: Tensions With/In Relationships In School-University Partnerships, Susan D. Martin, Jennifer Snow, Cheryl A. Franklin Torrez
Navigating The Terrain Of Third Space: Tensions With/In Relationships In School-University Partnerships, Susan D. Martin, Jennifer Snow, Cheryl A. Franklin Torrez
Literacy, Language, and Culture Faculty Publications and Presentations
Using theoretical conceptions of third space and hybrid teacher education, we engaged in a collaborative self-study of our practices as university-based teacher educators working in student teaching partnership settings. We sought to understand the ways in which the hybrid teacher educator fosters and mediates relationships to work towards a collective third space. In this article, we describe the nature of relationships in our work, the tensions wrought by complexities of these relationships, and ways we negotiated tensions in order to foster relationships that productively mediated processes of teacher education. In addition, we propose a framework for moving beyond traditional notions …