New Relationships, New Realities: Bringing Preservice Teachers and a Preservice Principal Together in a Professional Preparation Program

Marlow, Stacey E.

doi:10.1177/105268469600600204

Cited by 3 publications

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In similar fashion to the University of Washington program, the University of Hawaii has also teamed preservice teachers and administrative interns to regularly meet, share experiences and ideas concerning professionalism, discuss ideas regarding the traditional teacher-administrator relationship, and adopt reflective attitudes. The results have been beneficial for both groups in reflection and professional development (Marlow, 1996). Brigham Young University has been active in collaborative endeavors that stress the importance of field basing administrative course work tied to the internship (Muse & Randall, 1994).…”

Section: Specific Programsmentioning

confidence: 99%

The Changing Role of School Leadership Preparation

Wilmore

2000

International Journal of Educational Reform

View full text Add to dashboard Cite

Section: Specific Programsmentioning

confidence: 99%

The Changing Role of School Leadership Preparation

Wilmore

2000

International Journal of Educational Reform

View full text Add to dashboard Cite

We're in TITLE to Dream: Envisioning a Community of Practice, The Intraplanetary Teacher Learning Exchange

Bonk¹,

Hara²,

Dennen³

et al. 2000

CyberPsychology & Behavior

View full text Add to dashboard Cite

There is a pressing need to reduce the isolation and disconnectedness of preservice teacher early field experiences. Three related but separate projects, Conferencing on the Web (COW), the Caseweb, and INSITE were designed to enhance the learning of preservice teachers in introductory educational psychology classes while promoting notions of a community of practice. In the fall of 1996, the COW project started with approximately 30 preservice teachers at Indiana University discussing their early field experiences. During the following five semesters, the project evolved to include students from other universities and countries and, eventually, became known as "The Intraplanetary Teacher Learning Exchange" (TITLE). Adding students and instructors from other countries enhanced the discussion and dialogue in COW. The role of instructors and practicing teachers as electronic mentors was also vital. At the same time, interesting cases that students generated in COW/TITLE were repurposed in a website called the Caseweb that is open to anyone in the world to use. More recently, ideas from the COW and Caseweb projects fostered the development of INSITE-a sophisticated text support tool on the Web for instructors and students of educational psychology. INSITE contains useful course resources, experiences, and activities, as well as various opportunities to globally share knowledge. With the INSITE tool, ideas related to creating a community of practice can be extended to thousands of students and hundreds of instructors each semester all using a textbook called Psychology Applied to Teaching. While describing these projects, we point to several potential advances in case-based learning and community building tools. 25

show abstract

Democracy, Power, and Authority: The Development of a Conceptual Basis for Shared Professionalism between Teachers and Administrators

Ericson

Marlow

1996

Journal of School Leadership

View full text Add to dashboard Cite

Overlooked in the recent literatures on the enhancement of teacher professionalism and the changing role of school administrators is the task of rooting such newer ideas in a conceptual framework that would underwrite and give much needed coherence to these ideas. Despite redirections of some existing administrator education preparation programs that move away from emphasising “managerial/supervisory” aspects of school administration, the notion of principal, etc., as authoritarian leader is still ubiquitous in educational practice. The literature on teacher “empowerment,” however, suggests that there should be major, if not radical, changes to the roles and relationships of teachers and school administrators. Some researchers of teacher empowerment issues and school administration have argued that increasing democratic relations between teachers and administrators require that school administrators “should lead from behind” in bottom-up structures of decision making, while the more daring question the need for school administrators at all. This paper examines some of the issues involved. In arguing that both teachers and school administrators have role expectations grounded in a set of moral ideals and commitments external to their current and historic roles, we seek to advance the development of a framework that grounds and makes sense of the call for greater teacher autonomy and empowerment, while establishing the need for and authority of school administrators. In doing so, we attempt to show that educational authority is not an all or nothing, zero-sum, game, but that, because rooted in external ideals and commitments, it is something that requires shared professionalism between teachers and administrators. It is a shared professionalism that features different, but mutually supporting, realms of educational authority.

show abstract

New Relationships, New Realities: Bringing Preservice Teachers and a Preservice Principal Together in a Professional Preparation Program

Cited by 3 publications

References 8 publications

The Changing Role of School Leadership Preparation

The Changing Role of School Leadership Preparation

We're in TITLE to Dream: Envisioning a Community of Practice, The Intraplanetary Teacher Learning Exchange

Democracy, Power, and Authority: The Development of a Conceptual Basis for Shared Professionalism between Teachers and Administrators

Contact Info

Product

Resources

About