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Developing Teacher Leaders Through Self-Study: A Mathematics Education Field Experience
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Author(s): Courtney K. Baker (George Mason University, USA), Laura E. Bitto (George Mason University, USA), Theresa Wills (George Mason University, USA), Terrie McLaughlin Galanti (George Mason University, USA)and Cassandra Cook Eatmon (George Mason University, USA)
Copyright: 2019
Pages: 24
Source title:
Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch027
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Abstract
Effective mathematics specialists require opportunities to apply knowledge from their advanced preparation programs to their practice. Just as pre-service teachers engage in field experiences to practice instructional strategies, in-service educators should engage in field experiences to apply leadership knowledge and skills while under the supervision of an experienced and highly-qualified teacher educator. This chapter describes the culminating self-study field experiences in a masters-level advanced certification program which prepares in-service teachers to be K-8 mathematics specialists. Through collaboration with critical friends, the mathematics specialist candidates connected research to practice in the design and implementation of a self-study project. Their work chronicled an important transformation from teachers to teacher leaders. The candidates also described their interest and their new capacity to conduct research beyond their certification programs for the purposes of impacting teacher and student learning within their organizations.
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