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Toward Teacher Preparation 3.0

by Kate Napolitan, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly & Leslie Rupert Herrenkohl - 2019

Background/Context: The literature review (Phelps, this issue) outlines tensions that can come about in partnerships and collaborations between P–12 schools and teacher education. With these challenges as part of the context, the authors of this article describe the particular moves that school-based and community partners working with four teacher education programs made to prepare preservice teachers who are better oriented toward students, their families, and communities as part of a legislative initiative.

Purpose/Objective/Research Question/Focus of Study: This article presents three cases of how four teacher education programs, in collaboration with partners, moved toward a more democratic model of teacher education as part of a legislative initiative in Washington state. Aspects of community teaching were central in each of the collaborations. Teacher education programs included in this article saw the moves they were making as working toward what Zeichner refers to as Teacher Preparation 3.0.

Research Design: This article employed qualitative methods.

Conclusions/Recommendations: In summary, all three cases included in this article imply that the development of community teachers actively engaged in community schools is as important to teacher preparation as it is to the success and well-being of the students, teachers, and families they serve. Therefore, the authors believe that further quantitative and qualitative exploration of the intersection between these two concepts, community schools and community teachers, is critical to the field of preservice teacher education. If universities wish to establish an equity-pedagogy characteristic of Teacher Preparation 3.0, they need to authentically partner with schools and communities to engage in contextually meaningful practices. By making long-term commitments to working respectfully, responsively, and in mutually beneficial ways with communities, families, schools, and districts, university teacher preparation programs can help make high-quality community schools available for all children.

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Cite This Article as: Teachers College Record Volume 121 Number 12, 2019, p. 1-44
https://www.tcrecord.org ID Number: 22929, Date Accessed: 9/20/2021 3:44:19 PM

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About the Author
  • Kate Napolitan
    The Evergreen State College
    E-mail Author
    KATE NAPOLITAN is a member of the faculty at The Evergreen State College in the MiT program. Her research interests include community teaching, community-based teacher education, democratic education, and literacy. Her recent publications include an online commentary with Michael Bowman entitled “We’ve Been Here Before: Our Need for Historical Mentors” (Teachers College Record, 2018) and a book chapter entitled “Community Teaching as Agency” in an edited volume (2019).
  • John Traynor
    Gonzaga University
    E-mail Author
    JOHN TRAYNOR is associate professor in the Department of Teacher Education at Gonzaga University. He teaches in the undergraduate and graduate teacher education programs and has had an active role in developing and managing partnership efforts between institutions of higher education, K–12 schools, and community-based organizations. Dr. Traynor’s research focuses on the preservice teacher preparation, particularly in clinical settings, and partnership and collective impact efforts in support of K–12 student development. As an applied researcher, he works with individual schools to develop academic service learning and community engagement learning experiences.
  • Deborah Tully
    Whitworth University
    E-mail Author
    DEBORAH TULLY is associate professor in the School of Education at Whitworth University. Dr. Tully received her master’s degree in special education from the University of San Diego and her doctoral degree in educational leadership from Washington State University. Her background includes general and special education teaching and administration in public school settings, instruction in undergraduate, graduate, and continuing studies university programs, the development and implementation of an accelerated delivery model of teacher preparation for working adults, and service as the associate dean for teacher preparation and school partnerships. Her educational experience and research passions center on preparing educators to serve and support the whole child through curricular and instructional approaches in order to provide specialized and personalized learning; enhance cultural intelligence; and promote social, emotional, and character development. Additionally, Dr. Tully’s work involves engagement with school and community partners to simultaneously advance the education profession while improving P–12 learning.
  • Joanne Carney
    Western Washington University
    E-mail Author
    JOANNE CARNEY is a professor emeritus at Western Washington University. Her research interests include teacher learning in professional communities of practice and educational technology. One recent publication is “Doing Inquiry in Second Grade Social Studies: An Integrated Unit That Uses Digital Storytelling to Make Family and Community Connections” (J. Carney & L. Sadzewicz, 2018, in press) Journal of Educational Controversy.
  • Susan Donnelly
    Western Washington University
    E-mail Author
    SUSAN DONNELLY is a retired educator. Throughout her career of over 45 years, she worked in early childhood settings, school administration, and teacher education. Most recently, she was the co-coordinator of the grant project described in the article.
  • Leslie Herrenkohl
    University of Michigan
    E-mail Author
    LESLIE RUPERT HERRENKOHL is professor of educational studies at the University of Michigan. She is a developmental psychologist and learning scientist who studies how people learn. Her scholarship uses a holistic, sociocultural approach to examining how people learn concepts, develop practices, and transform their participation in activities that matter to them. She considers how social and emotional dimensions intersect with intellectual and academic perspectives in learning sciences research. As a designer of learning environments, Dr. Herrenkohl partners with practitioners to create equitable learning opportunities that are conceptually rich, personally meaningful, and culturally relevant and sustaining. Her funded studies and publications focus on learning environments inside and outside of school settings, with a particular focus on science learning. She has written for and presented to a wide variety of audiences, including students, school professionals, youth development practitioners, researchers, and policy makers.
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