A group of researchers at the university from a variety of programs are hard at work conducting research in relation to the Teacher Education Redesign Initiative. Under the direction of Dr. Misty Sato, TERI Faculty Director, and coordinated by Jehanne Beaton, PhD student in Social Studies Education, a cross-representative group of researchers involved in TERI meet weekly as they continue to develop their projects. These research studies are summarized below. Projects are aligned with the TERI Research framework developed in Spring 2011 and serve both a research and development purpose. They are meeting together as the TERI Research Roundtable on Thursdays from 10:00 - 12:00.
Currently, TERI funds are not being used for these graduate student projects. But if you have an interest, have a course assignment, or would like to learn more about the research possibilities in TERI, please contact Misty Sato at firstname.lastname@example.org.
- Professional Development School Portraits
Shannon McManimon, Campbell Chair Research Fellow, is conducting interviews with principals and teachers in our newly formed Professional Development Schools (PDSs).
• Immediate: What does the professional culture in a TERI Partner Network school look like at the beginning of the partnership?
• Longitudinal: What is the impact of the Partnership Network on the University? What is the impact of the Partnership Network on the school partner?
Theoretical frameworks: organizational culture, professional collaboration, school change, professional networks
• Immediate: Ascertain school expectations of Partnership Network, and Document professional culture and profession collaboration opportunities at beginning of Partnership
• Longitudinal: Document organizational culture change (if any) in schools over time
Document organizational culture change (if any) in University over time
- Co-Teaching in a high school context
Jehanne Beaton, Teacher on Special Assignment at PDS site Roosevelt High School in Minneapolis and CEHD doctoral student, is conducting a self-study of her new hybrid position as both UMN teacher educator and TOSA for professional learning. She is also engaged in a collaborative study of the co-teaching process with 4 high school social studies teachers at Roosevelt
Theoretical frameworks: teacher collaboration, teacher learning, feminist research methods, hybrid or "third" spaces
- Immediate: How do high school teachers negotiate the co-teaching experience with teacher candidates? What do they learn about teaching and about mentoring through this process? What are the hybrid or "third" spaces that co-teaching creates in the preparation of teachers?
- Longitudinal: How does the co-teaching experience of high school teachers influence the professional learning culture of a high school? How do universities and schools manage hybrid or "third" spaces when sharing resources for the purposes of teacher development?
- Immediate: To document the co-teaching process in a high school environment by engaging school partners (in this case, teachers) in the research process.
- Longitudinal: To build trusting relationships between the university and schools around research endeavors that are valued by both institutions.
- Elementary teacher candidates' experience in redesigned programHallie Wunsch and Jessica Winkelaar, Elementary Education supervisors, are conducting focus groups with Elementary Education Teacher Candidates to document their experiences with the new program model.
- Teacher Identity Self-Study Validity Studies
Annie Mogush Mason, PhD student in Cultures and Teaching, and Andie Wang, PhD student in Second Languages and Cultures, are conducting pilot studies to assess the validity of two Teacher Identity Self-Study prompts for teacher candidates. Annie's work is focused on teacher candidates in secondary social studies and science, and Andie's work concerns international students preparing to be second language teachers in the U.S.
- Science Teacher Candidate Identity and Educational Disparities
Mary Hoelscher, PhD student in Science Education, is working on a study to better understand the construct of "teacher identity" in order to develop pedagogies and assessments for contributing to the development of identities that will be effective in addressing educational disparities in schools.