Journal of Teacher Education
In this article we explore the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. We consider the benefits of having teacher educators find ways to teach children and youth in K-12 contexts as part of their role as teacher educators--how living and working across both contexts can help revitalize a teacher educator's identity as well as improve the quality of his or her practice with preservice teachers. Finally, we suggest several models that provide teacher educators with the opportunity to work in both contexts.
Collaboration, Program design, Relevance, Teacher educators, Teacher identity
© SAGE Publications 2009
Intrator, Sam M. and Kunzman, Robert, "Grounded: Practicing What We Preach" (2009). Education and Child Study: Faculty Publications, Smith College, Northampton, MA.