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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.


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Cite This Article as: Teachers College Record, Date Published: December 15, 2014
https://www.tcrecord.org ID Number: 17790, Date Accessed: 1/26/2020 9:28:48 AM

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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).
 
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