Researchers from the University of Washington College of Education discuss work being presented during the 2020 meeting of the American Association of Colleges for Teacher Education. Learn more about the UW's teacher preparation programs at https://education.uw.edu/programs/teacher.

Teacher Education Research | AACTE 2020

Megan Kelley-Petersen, director of the UW Accelerated Certification for Teachers (U-ACT) program, and Taylor Stafford, U-ACT instructor and doctoral student in teacher education and math education, discuss findings of their work to create opportunities for mentor teachers to become both teachers of teachers and learners of teaching.

While mentoring novice teachers is a complex task, particularly as it happens inside the action of teaching, mentor teachers typically have little preparation for their role. Addressing that gap was the focus of a recent effort in the U-ACT program that will be presented during the 2020 meeting of the American Association of Colleges for Teacher Education.

Read more at https://education.uw.edu/news/podcast-hearing-voices-mentor-teachers.

Mentor Teachers’ Voices | Megan Kelley-Petersen & Taylor Stafford

While incorporating issues of equity and social justice in the preparation of future teachers has long been a focus at the University of Washington College of Education, it wasn’t well understood until recently how that commitment is reflected in graduates’ daily teaching practice. 

That picture is getting clearer thanks to an internship for UW doctoral students in teacher education launched three years ago. In this podcast, Patrick Sexton, assistant dean for teacher education, and Cristina Betancourt, a graduate student in teaching and curriculum, discuss the College’s work to marry teacher education program improvement with the learning of its doctoral students through its Teacher Education Research and Inquiry (TERI)  internship. 

Sexton and Betancourt are part of a team who will present their work developing case studies of recent alumni for program improvement at the 2020 meeting of the American Association of Colleges for Teacher Education. Read more at https://education.uw.edu/news/podcast-joining-doctoral-research-and-teacher-education-program-improvement.

Using Follow-Along Case Studies for Program Improvement | Patrick Sexton and Cristina Betancourt

University of Washington College of Education doctoral students Sarah Arvey and Boris Krichevsky discuss their work designing a course to help teachers bring disability studies into the classroom, drawing on Washington state’s "One Out of Five: Disability and Pride” project. Arvey and Krichevsky are presenting their work at the 2020 meeting of the American Association of Colleges for Teacher Education. Read more at https://education.uw.edu/news/podcast-incorporating-disability-studies-curriculum-teacher-education.

Download a transcript of the podcast at https://education.uw.edu/sites/default/files/news/AACTE-disability-curriculum-podcast-transcript.docx.

Disability Studies Curriculum and Practice in Teacher Education | Sarah Arvey & Boris Krichevsky

Teddi Beam-Conroy, director of the University of Washington’s Elementary Teacher Education Program, and Cristina Betancourt, a graduate student in teaching and curriculum discuss the UW’s work to decenter whiteness in teacher education, which they are presenting at the 2020 meeting of the American Association of Colleges for Teacher Education. Read more at https://education.uw.edu/news/decentering-whiteness-teacher-education.

Decentering Whiteness in Teacher Education | Teddi Beam-Conroy and Cristina Betancourt

As a public college of education, we strive to transform inequitable systems of education to create just, sustainable and culturally-thriving democracies by engaging in dynamic, collaborative partnerships, practices and research.

Teacher Education Research | AACTE 2020

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