Document Type
Article
Publication Date
7-2019
Abstract
The challenges facing teacher educators entering their first faculty position in a clinically intensive teacher preparation program reflect similar difficulties that novice teachers encounter upon entry to their own classroom. Just as new teachers must learn the ropes while performing the work of teaching (Feiman-Nemser, 2001; Wildman, Niles, Magliaro, & McLaughlin, 1989), so, too, must novice teacher educators learn to create clinically based learning opportunities for teacher candidates (American Association of Colleges for Teacher Education, 2018; Grossman, Hammerness & McDonald, 2009) while learning to navigate the university system, establish their practice as field-based practitioners, earn strong student/course evaluations (Ramsden, 2003) and address the realities of "publish or perish" (Russell & Korthagen, 1995).
Editor
Diane Yendol-Hoppey, Nancy Fichtman Dana, & David T. Hoppey
Publisher
Information Age Publishing, Inc.
City
Charlottesville
ISBN
9781641136143, 9781641136150
Repository Citation
Norman, P., Sherwood, S.A.S., Delgado, R., & Siller, M. (2019). Taking the mentoring of new teacher educators seriously: Lessons from a clinically-intensive teacher preparation program. In D. Yendol-Hoppey, N.F. Dana, D.T. Hoppey (Ed.), Preparing the next generation of teacher educators for clinical practice (pp. 25-48). Charlottesville, NC: Information Age Publishing, Inc.
Publication Information
Preparing the Next Generation of Teacher Educators for Clinical Practice