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Community of Practice, Community of Support: IHE Teacher Preparation Using a Servingness Professional Development Model for Creating Community

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Title: Community of Practice, Community of Support: IHE Teacher Preparation Using a Servingness Professional Development Model for Creating Community
Language: English
Authors: Amyk Conley
Source: Educational Renaissance. 2023 12:1-7.
Availability: The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://journals.calstate.edu/er/index
Peer Reviewed: Y
Page Count: 7
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Descriptors: College Programs, Teacher Education, Professional Development, Communities of Practice, Elementary School Teachers, Secondary School Teachers, Collegiality, Social Support Groups, Teacher Leadership, Teacher Collaboration, Teacher Persistence, Student Needs
Geographic Terms: California
ISSN: 2161-1602
Abstract: In order to humanize and connect future educators across programs, this case study explains how a Northern California four-year university created a weekly professional development speaker series, Teachers, Eduleaders, Advocates, and Scholars (TEAS). TEAS aims to connect future educators to current practitioners to better meet the needs of PK-12 students and use a "servingness" model to meet the needs of diverse future educators. While TEAS has been successful at connecting educators across programs and humanizing education, an unexpected benefit has been educators that appear more confident in joining the profession.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1416358
Database: ERIC
FullText Text:
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  Data: Community of Practice, Community of Support: IHE Teacher Preparation Using a Servingness Professional Development Model for Creating Community
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  Data: The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://journals.calstate.edu/er/index
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  Data: In order to humanize and connect future educators across programs, this case study explains how a Northern California four-year university created a weekly professional development speaker series, Teachers, Eduleaders, Advocates, and Scholars (TEAS). TEAS aims to connect future educators to current practitioners to better meet the needs of PK-12 students and use a "servingness" model to meet the needs of diverse future educators. While TEAS has been successful at connecting educators across programs and humanizing education, an unexpected benefit has been educators that appear more confident in joining the profession.
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    Languages:
      – Text: English
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        PageCount: 7
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      – SubjectFull: College Programs
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Collegiality
        Type: general
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Community of Practice, Community of Support: IHE Teacher Preparation Using a Servingness Professional Development Model for Creating Community
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              Y: 2023
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