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Direct linkHinman, Tierney B.; He, Ye; Bagwell, Dawn – Studying Teacher Education, 2021
Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy…
Descriptors: Teacher Educators, Teacher Education Programs, Professional Identity, Self Concept
He, Ye; Prater, Kathryn – Teachers and Teaching: Theory and Practice, 2014
In this study, community service learning is incorporated into a graduate-level English-as-a-Second-Language (ESL) teacher preparation course. Focusing on a writing project participants completed with English Learners (ELs) as part of the service-learning project, we explored the impact of the project on: (1) teachers' understanding of ESL…
Descriptors: Service Learning, English Teacher Education, English (Second Language), Second Language Instruction
Fairbanks, Colleen M.; Duffy, Gerald G.; Faircloth, Beverly S.; He, Ye; Levin, Barbara; Rohr, Jean; Stein, Catherine – Journal of Teacher Education, 2010
As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of…
Descriptors: Reflective Teaching, Teacher Educators, Teaching Methods, Adjustment (to Environment)
