Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

Presence and Proximity: Teacher Educators Really Seeing Their Students Become Teachers

by Reynaldo Reyes - December 15, 2014

This commentary is a call to teacher educators to engage in field experiences in which they are able to really see their students become future teachers. Being present to witness students problematizing pedagogy is as important for the learning of future teachers as it is for teacher educators. Presence and proximity of teacher educators to their students creates a space of unique accountability on both sides, a desire by students to demonstrate their learning as future teachers, and the recognition by teacher educators that the learning that is happening can be used to improve their own pedagogy.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Presence and Proximity: Teacher Educators Really Seeing Their Students Become Teachers
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record, Date Published: December 15, 2014
https://www.tcrecord.org ID Number: 17790, Date Accessed: 9/19/2020 6:06:17 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Reynaldo Reyes
    University of Texas at El Paso
    E-mail Author
    REYNALDO REYES is an Associate Professor of Bilingual, ESL, and Multicultural Education in the College of Education, Teacher Education, at the University of Texas at El Paso. His research interests focus on secondary and post-secondary school settings and the in- and out-of-school experiences of marginalized student populations, in particular Mexican-American students, migrant and immigrant students, and English language learners. His work has been published in the Journal of Latinos and Education, The Urban Review, the Journal of Border Educational Research, Equity and Excellence in Education, and Multicultural Perspectives. He is the author of Learning the Possible (2013).
Member Center
In Print
This Month's Issue