Achieving teacher education praxis through a multi-faceted internship experience – Embedded learning in action
Document Type
Article
Publication Date
10-1-2023
Abstract
The transition from teacher to teacher-educator is often considered a private struggle (Berry & Loughran, 2005). Traditionally, emerging teacher educators’ learning experiences are individualized as they transition from a personal understanding of practice to a more theoretical, universal, and scholarly understanding of practice (Labaree, 2004). The personal nature of this development is because teacher education is commonly understood as a self-evident practice (Zeichner, 2005). However, teacher education researchers have argued that learning to be a teacher educator is a complex process. Emerging teacher educators enter doctoral programs with experience and practical knowledge in the field, and therefore are different from other traditional graduate students.
Recommended Citation
Diacopoulos, M.M., & Butler, B.M. (2023). Achieving teacher education praxis through a multi-faceted internship experience – Embedded learning in action. In A. Cuenca, J. Ritter, B.M. Butler (Eds.) Pathways into Teacher Education: Profiles of Emerging Teacher Educator Development. Information Age Publishing Inc.
