Abstract
Creating a formal inquiry community to study teacher educator practice, five university liaisons (clinical supervisors) quickly came to a formalized collaborative self-study to both study our practice as “improvement-aimed” (Bullough & Pinnegar, 2007; Loughran, 2007) and uncover key parts of learning to be a liaison. This question guided our inquiry: What are the key factors in supporting the professional development of a liaison? What we found was that a foundation of relationships was key to engaging in inquiry to support professional practice and teacher educator professional development
| Original language | American English |
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| State | Published - 18 Apr 2020 |
| Event | American Educational Research Association Annual Meeting - Virtual Duration: 21 Apr 2020 → … |
Conference
| Conference | American Educational Research Association Annual Meeting |
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| Period | 21/04/20 → … |
EGS Disciplines
- Teacher Education and Professional Development