The “constant changing of myself”: Revising roles in undergraduate teacher preparation

Cook-­Sather, Alison

doi:10.1080/08878730609555383

Cited by 25 publications

(14 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Cook-Sather (2006), the role of professor in a PDS transforms into the role of facilitator and encourages dialogues between school and university constituencies. In the pilot used as the basis for this study, the professor helped develop quality lessons and encouraged other educators to apply current trends in class lessons and modeled inquiry-based instructional practices based on the NCATE standards.…”

Section: Professor Teacher and Teacher Candidate Rolesmentioning

confidence: 98%

Transforming Teaching Into a Collaborative Culture: An Attempt to Create a Professional Development School-University Partnership

Cozza

2010

The Educational Forum

View full text Add to dashboard Cite

Section: Professor Teacher and Teacher Candidate Rolesmentioning

confidence: 98%

Transforming Teaching Into a Collaborative Culture: An Attempt to Create a Professional Development School-University Partnership

Cozza

2010

The Educational Forum

View full text Add to dashboard Cite

“…Originally supported by grants from the Ford Foundation and the Arthur Vining Davis Foundations, TLT has been fully supported by Bryn Mawr and Haverford Colleges since 2000. (See Cook‐Sather, 2002a, 2002b, 2006a, 2006b, 2007b, and 2009c for more complete discussions. )…”

Section: Teaching and Learning Together (Tlt)mentioning

confidence: 99%

Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability

Cook-Sather

2010

Curriculum Inquiry

View full text Add to dashboard Cite

As has been the case throughout the history of education in the United States, the current structures and practices of U.S. schools and colleges are informed by particular ideals regarding the potential of education. Through this comparative descriptive analysis, I argue that a major reason why these ideals have rarely been realized is the way that students are positioned in educational institutions, dialogues, and reform. A preliminary argument for rethinking how we conceptualize student role and responsibility frames my description and comparison of two programs, one that involves secondary students in the preparation of high school teachers and one that involves college students in the professional development of college faculty. I then draw on the perspectives of student participants across these two programs to address a series of educational ideals that span K–12 and college contexts: inspiring lasting learning, celebrating humanity and diversity, and engaging in meaningful assessment. I designed the programs that are the focus of my analysis with the goal of improving teacher preparation and teaching, but as I discuss in this article, they are proving to be promising models for pursuing what may be a more encompassing possibility: fostering in students a sense of and capacity for responsibility in ways that not only address existing educational ideals but that also point to both more transformative and more achievable notions of education and accountability than those currently in place.

show abstract

“…The rationale is that students are the intended beneficiaries of educational systems and should therefore be consulted at the very least, with others arguing for greater student involvement in curricular design and development (Cook-Sather 2002, Jenkins 2006, Levin 2000. The planned-enacted-experienced curriculum model (Erickson and Shultz 1992) positions students in relation to the educational intentions of educators, and has been utilised in various higher education studies (Aulls 2004, Cook-Sather 2006, Hawthorne 1998, Lerch 2004, Lyon 2004, Zidon 1996. The model has been represented visually as a nested diagram, as conceptualised in Figure 1 .…”

Section: Introductionmentioning

confidence: 99%

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Matthews

Mercer-Mapstone

2016

Studies in Higher Education

View full text Add to dashboard Cite

Graduate learning outcomes in undergraduate science degrees increasingly are focussed on the development of transferrable skillsets. Research into, and comparisons of, the perceptions of students and academic staff on such learning outcomes has rarely been explored in science.This study used a quantitative survey to explore the perceptions of 640 undergraduate science students and 70 academics teaching into a Bachelor of Science degree program on the importance, the extent to which outcomes were included and assessed, the improvement and likely future use of science graduate learning outcomes. Analysis of findings shed light on potential pathways toward curriculum convergence by arguing the need for shared perspectives of academics and students on graduate learning outcomes and drawing on the planned-enacted-experienced curriculum model. Moving toward coherent curriculum planning that draws on both student and academic perspectives to achieve graduate learning outcomes is the key contribution of this study. Resulting recommendations include: the need to consider the development of each complex graduate learning outcome as distinct from other outcomes in both curricular and pedagogical approach, and the need for a programmatic framework for assessment practices to facilitate the constructive alignment of assessment with learning outcomes.

show abstract

The “constant changing of myself”: Revising roles in undergraduate teacher preparation

Cited by 25 publications

References 32 publications

Transforming Teaching Into a Collaborative Culture: An Attempt to Create a Professional Development School-University Partnership

Transforming Teaching Into a Collaborative Culture: An Attempt to Create a Professional Development School-University Partnership

Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability

Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences

Contact Info

Product

Resources

About