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Self-study of the craft of faculty team teaching in a non-traditional teacher education program

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dc.contributor.author Samaras, Anastasia P.
dc.contributor.author Kayler, Mary A.
dc.contributor.author Rigsby, Leo C.
dc.contributor.author Weller, Karen L.
dc.contributor.author Wilcox, Dawn Renee
dc.date.accessioned 2007-11-27T15:35:20Z
dc.date.available 2007-11-27T15:35:20Z
dc.date.issued 2006
dc.identifier.citation Samaras, A. P., Kayler, M.A., Rigsby, L.C., Weller, K. L., & Wilcox, D. R. (2006). Self-study of the craft of faculty team teaching in a non-traditional teacher education program. Studying Teacher Education, 2(1), 43 – 57. en
dc.identifier.uri http://hdl.handle.net/1920/2893
dc.description.abstract We share our self-study research of faculty building a successful collaborative culture and team teaching experience in a unique Master’s program for PK-12 practicing teachers. As part of selfstudy and reflective practice, this particular faculty team shared its collaborative experiences with teachers. This transparency impacted teachers’ perceptions of faculty and their own teaming experiences. To frame our work, we use the notion of learning zones (Samaras, 2002, 2004), adapted from Vygotsky's (1978) conception of zone of proximal development. A multi-vocal perspective on the processes of faculty professional development and program development is presented. en
dc.language.iso en en
dc.subject self-study en
dc.subject collaboration en
dc.subject professional development en
dc.subject Education en
dc.title Self-study of the craft of faculty team teaching in a non-traditional teacher education program en
dc.type Article en


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