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Back to the Future: Teacher Educators Return to the Classroom by Rebecca McMahon Giles & Alicia L. Moore — August 17, 2006Teachers and teacher educators have an endless supply of materials and information on topics related to the techniques of teaching. There is, however, very little that connects educational theories to the day-to-day challenges of teaching. And, nothing comes even remotely close to cementing this connection as well as spending time in a classroom. As teacher educators, if we are truly committed to educating future teachers, we must depart from our comfortable space in the ivory tower and journey back to the “real world.” This journey will allow us to find out if we can do all that we are asking our students to do, make more substantive connections between theory and practice, and maintain our credibility with our students. Preservice teachers fortunate enough to learn from teacher educators who have returned to the classroom after an extended absence will possess a better understanding of their professional roles and an improved sense of themselves as future teachers.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Rebecca Giles
University of South Alabama, Mobile
E-mail Author
REBECCA MCMAHON GILES is an Associate Professor in the Department of Leadership and Teacher Education at the University of South Alabama in Mobile, where she teaches elementary and early childhood education courses. Her research interests include early literacy and teacher education programs. She is currently researching young children's use of spontaneous forms of writing.
- Alicia Moore
Southwestern University, Georgetown, Texas
ALICIA L. MOORE is an Assistant Professor in the Department of Education at Southwestern University in Georgetown, Texas. She specializes in multiculturalism and culturally responsive teaching (CRT), accommodations and modifications for diverse populations, and early childhood best practice. Her areas of research include the experiences of African American students at predominantly white institutions of higher education, the perceptions of white preservice teachers regarding culturally responsive teaching and the culturally responsive teaching of young children.
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