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 P12 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.



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

Sign-in
Email:
Password:
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 Toward Teacher Preparation 3.0
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
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.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 121 Number 12, 2019, p. 1-44
https://www.tcrecord.org ID Number: 22929, Date Accessed: 3/1/2021 8:17:12 AM

Purchase Reprint Rights for this article or review