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Teachers, Teaching, Teacher Educators, Teaching Education: A Case for Class-Based and Classroom-Based Transitions

Teachers, Teaching, Teacher Educators, Teaching Education: A Case for Class-Based and Classroom-Based Transitions

Kristien G. Zenkov
Copyright: © 2022 |Pages: 11
ISBN13: 9781668434604|ISBN10: 1668434601|ISBN13 Softcover: 9781668434611|EISBN13: 9781668434628
DOI: 10.4018/978-1-6684-3460-4.ch027
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MLA

Zenkov, Kristien G. "Teachers, Teaching, Teacher Educators, Teaching Education: A Case for Class-Based and Classroom-Based Transitions." Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms, edited by Amy D. Broemmel and Nora Vines, IGI Global, 2022, pp. 381-391. https://doi.org/10.4018/978-1-6684-3460-4.ch027

APA

Zenkov, K. G. (2022). Teachers, Teaching, Teacher Educators, Teaching Education: A Case for Class-Based and Classroom-Based Transitions. In A. Broemmel & N. Vines (Eds.), Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms (pp. 381-391). IGI Global. https://doi.org/10.4018/978-1-6684-3460-4.ch027

Chicago

Zenkov, Kristien G. "Teachers, Teaching, Teacher Educators, Teaching Education: A Case for Class-Based and Classroom-Based Transitions." In Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms, edited by Amy D. Broemmel and Nora Vines, 381-391. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3460-4.ch027

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Abstract

As a full professor of education—a teacher of teachers serving primarily in a university-based teacher educator capacity—the author has long been aware of the tenuous nature of our standing in the academy. He recalls learning from his first doctoral advisor of the conversion of “normal schools” to colleges of education. And of the case that had to be made that the field of teacher education was on par with all others in terms of intellectual rigor and impactful scholarship. We were not just teachers teaching teachers. This historical phenomenon was just one of the realities that has contributed to what he long ago recognized would be a career-long case of his own “Imposter Syndrome.” But it's also the structural reason that, even after more than two decades of what anyone scanning his vita would characterize as a very successful academic career, his transition from K-12 to higher education is still a work in progress, one that he wrestles with daily, and one that he proposes might be made complete for his and all of his teacher educator and teacher colleagues with a reframing of our shared profession.

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