Reframing educator preparation to collaboratively prepare teachers and administrators: challenges and advantages
Development and Learning in Organizations
ISSN: 1477-7282
Article publication date: 8 September 2021
Issue publication date: 16 March 2022
Abstract
Purpose
This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning.
Design
Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes.
Findings
Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals.
Originality
Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators.
Keywords
Acknowledgements
The University of North Carolina Wilmington funded iTALL through an Applied Research Strategic Initiative Award.
Citation
Rhodes, G., Robinson, K.K., Kubasko, D.S., Ryder, A.J., Hooker, S.D., Reid-Griffin, A. and Sterrett, W.L. (2022), "Reframing educator preparation to collaboratively prepare teachers and administrators: challenges and advantages", Development and Learning in Organizations, Vol. 36 No. 3, pp. 18-21. https://doi.org/10.1108/DLO-04-2021-0065
Publisher
:Emerald Publishing Limited
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