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Transformational Teachers: Undergraduate Candidates Become Change Agents by Designing and Implementing Action Change Projects |
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Abstract:
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The Action Change Project: Shifting the stance of preservice teachers' during practicum experiences from a nonpolitical, nonassertive one to a transformational teacher-leader, a successful change agent. Is this possible? |
Most Common Document Word Stems:
teacher (66), chang (45), educ (28), preservic (24), leadership (24), transform (23), develop (22), project (19), agent (19), challeng (19), action (17), school (17), teach (14), leader (14), program (13), design (12), data (11), learn (11), implement (10), communiti (10), student (10), |
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Association:
Name: American Association of Colleges for Teacher Education
URL: http://www.aacte.org
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Citation:
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MLA Citation:
| Emery, Margaret., Jumper, Joanne. and Bruce, Robert. "Transformational Teachers: Undergraduate Candidates Become Change Agents by Designing and Implementing Action Change Projects" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, Feb 07, 2008 <Not Available>. 2008-12-11 <http://www.allacademic.com/meta/p207369_index.html> |
APA Citation:
| Emery, M. J., Jumper, J. and Bruce, R. T. , 2008-02-07 "Transformational Teachers: Undergraduate Candidates Become Change Agents by Designing and Implementing Action Change Projects" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA Online <PDF>. 2008-12-11 from http://www.allacademic.com/meta/p207369_index.html |
Publication Type: Roundtable Presentation
Abstract: The Action Change Project: Shifting the stance of preservice teachers' during practicum experiences from a nonpolitical, nonassertive one to a transformational teacher-leader, a successful change agent. Is this possible? |
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| Document Type: |
PDF |
| Page count: |
6 |
| Word count: |
2261 |
| Text sample: |
| Transformational Teachers: Undergraduate Teacher Candidates Become Change Agents in Schools by Designing and Implementing Action Change Projects Section I: Content A. Statement of the Issue Within recent years all Teacher Education Programs seeking to be nationally accredited have gone through the process of developing a Conceptual Framework that captures the essence of the uniqueness of the graduates of their Programs. The consensus reached by the groups developing the Conceptual Framework for our college was that our graduates tended to |
| Educational Leadership 49 5 30-35. Patterson J. & Patterson J. (2004). Sharing the lead. Educational Leadership 61. 74-78. Poplin M.S. (1992). The leader’s new role: Looking to the growth of teachers. Educational Leadership 49 5 10-11. Price J.N. & Valli L. (2005). Preservice teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education 56 57-72. Sagor R.D. (1992). Three principals who make a difference. Educational Leadership 49 5 13-18. Sergiovanni T.J. (2003). Adding value to |
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