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Learning to Teach (Squared): A Self-Study of a New Teacher Educator's Introductory Education Course
Unformatted Document Text:  A. Learner/participant outcomes: In this interactive session, participants will engage in professional, collaborative dialogue about both self-study as a means of improving the quality of individual teacher education courses and practices, of exploring the passion and complexity of teaching, and of reconsidering the nature of introductory work with beginning teachers. Participants will explore how to support themselves and beginning teachers in addressing rather than shying away from the complexity of teaching and learning. B. Methods: The study will be presented briefly. The presenter will share research methodology and findings from the study. Participants will be asked to engage in a series of self-reflective questions that focus on the use of self-study as a research methodology to better understand teacher education practice and on the range of approaches that may be taken to introduce students to education in their first courses at the college level. Participants will have the opportunity to raise questions, share experiences, discuss issues, and identify goals. The majority of this session will be devoted to discussion, with the presenter serving as a facilitator.

Authors: Donnell, Kelly.
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A. Learner/participant outcomes:
In this interactive session, participants will engage in professional, collaborative dialogue
about both self-study as a means of improving the quality of individual teacher education
courses and practices, of exploring the passion and complexity of teaching, and of
reconsidering the nature of introductory work with beginning teachers. Participants will
explore how to support themselves and beginning teachers in addressing rather than
shying away from the complexity of teaching and learning.
B. Methods:
The study will be presented briefly. The presenter will share research methodology and
findings from the study. Participants will be asked to engage in a series of self-reflective
questions that focus on the use of self-study as a research methodology to better
understand teacher education practice and on the range of approaches that may be taken
to introduce students to education in their first courses at the college level. Participants
will have the opportunity to raise questions, share experiences, discuss issues, and
identify goals. The majority of this session will be devoted to discussion, with the
presenter serving as a facilitator.


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