In an era when many news media, policy makers, and professionals in the field may consider teacher education "under attack," teacher education programs are being held accountable for increased rigor (Council of Chief of State School Officers, 2012). Teacher educators are in a unique position to examine more closely specific practices and teacher education as a profession to enhance program quality and candidate outcomes. Toward that end, we focused on work within a community of practice (Wenger, 1998) for this inquiry. Faculty who work in elementary school settings at least one day per week, serving as liaisons to partner schools and supervising teacher candidates, made up this community.
This document was originally published in Teacher Education Quarterly , 42(2) by Caddo Gap Press. This article is available for reading and scholarly use and is not to be copied, distributed, or sold without the specific permission of Caddo Gap Press. Other copyright restrictions may apply.
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