Title

Professional Development for Teacher Educators: Conflicts Between Critical Reflection and Instructional‐Based Strategies

Document Type

Article

Publication Date

2011

Keywords

teacher education, professional development, book club, diversity, reflection

Digital Object Identifier (DOI)

https://doi.org/10.1080/19415257.2010.533587

Abstract

This research study used in‐depth interviews to examine a professional development book club of teacher educators exploring their beliefs about language diversity and how to prepare future teachers for culturally and linguistically diverse schools. Findings include the centrality of lived experiences, conflicting ideas of high‐quality pedagogy and tensions with the process. This study has implications for teacher education program development as well as strategies to support professional development related to cultural and linguistic diversity.

Citation / Publisher Attribution

Professional Development in Education, v. 37, issue 4, p. 499-512

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