Preparing Teacher Educators

Building a system-wide program to better prepare doctoral scholars for the work of teacher education.

Many graduates of Education Ph.D. programs are employed in teacher education, yet few underwent formalized preparation in methodologies and needs in teacher education research, and rarely did they have supervised training in how to teach, mentor, and supervise new P-12 teachers. The field is now calling for more purposeful preparation of teacher educators ... (the educators who teach teachers) to understand and implement strong programs that will enable teachers to work in classrooms and communities with a wide range of ethnic, racial, linguistic and socioeconomic diversity. Teacher educators routinely teach upwards of a hundred or more new teachers each year, who then go on to teach thirty to over a hundred students each year. Improving the practice of teacher educators has remarkably far reaching implications. Yet, the preparation of UC doctoral candidates for the work of teacher education varies from campus to campus. UC faculty and programs offer rich resources across their campuses, resources that could be optimally harnessed in the system-wide preparation of those scholars. Towards this end, CTERIN is working with deans and faculty from across the nine campuses to convene and share best practice; design common courses and areas of study; co-teach courses and support cross-campus doctoral research teams; and work with California State Universities and independent universities to design “field placements” for UC doctoral students to “apprentice” in the work of teaching teachers.


Preparing Teacher Educators Committee Members

Steven Z. Athanases (UC Davis)

Thandeka Chapman (UC San Diego)

Sherice Clarke (UC San Diego)

Annamarie Francois (UC Los Angeles)

Megan Franke (UC Los Angeles)

Megan Hopkins (UC San Diego)

Margarita Jimenez-Silva (UC Davis)

Hosun Kang (UC Irvine)

Rita Kohli (UC Riverside)

Jody Z. Priselac (UC Los Angeles)

Tine Sloan (UC Santa Barbara)