Abstract
In this chapter I explore how course assignments might serve as a vehicle for facilitating and evaluating both self and program renewal efforts. Teacher educators have to comply with a multitude of external state and national credentialing requirements. In addition, they have institutional, departmental, and programmatic expectations and commitments to consider. More often than not, inconsistencies exist among those demands and between them and a teacher educator’s personal beliefs, values, and educational goals. Finding practical resolutions that can simultaneously satisfy these various renewal agendas can be enormously challenging. I suggest that well-designed course assignments can be an important part of the resolution. I share an exemplar of a new task I developed to help elementary student teachers learn how to lesson plan and the research I did on the outcomes. It was an assignment designed to meet both state evaluation requirements and a personal/departmental equity agenda. The results indicate that it was helpful in achieving my own development goals, while also contributing to our externally and internally motivated program renewal endeavors.
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LaBoskey, V.K. (2005). Course Assignments for Self and Program Renewal. In: Kosnik, C., Beck, C., Freese, A.R., Samaras, A.P. (eds) Making a Difference in Teacher Education Through Self-Study. Self Study of Teaching and Teacher Education Practices, vol 2. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3528-4_14
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DOI: https://doi.org/10.1007/1-4020-3528-4_14
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