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Walking the Talk: The Credibility Factor in Teacher Preparation
Abstract
This chapter shares the experiences of a young teacher working in a large urban school district. In college classes she learned how to plan for instruction, write lesson plans, and design assessments that tied to lesson objectives. However, despite practicum experiences, including student teaching, what she was not prepared for were the realities of family struggles and their impact on students and their learning. Expectations of what “should” happen did not match with what occurred. By seeking to understand family circumstances, the author learned that building trust between students and teacher is necessary to further students' emotional and academic growth. Lessons learned from her full-on engagement with elementary students as a classroom teacher now inform her work preparing a new generation of teachers. For those in teacher preparation, the credibility factor matters. Having walked the talk, they can share actual classroom experiences—including their stumbles and successes—with teacher candidates.
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