Instructor-facing curriculum known as the "Framework for Community Embeddedness in Teacher Preparation" is a series of digitally-accessed instructional modules for university instructors to be embed into teacher prep coursework and clinical experiences. The modules' curriculum is designed to provide student teachers opportunities to engage with community members and families through a parent/teacher candidate home visit, and a series of community-based activities designed to make teacher candidates aware of the resources and support services available to them and the children and families they serve.
The framework and accompanying modules provide teacher preparation faculty with a series of intentional, systematic, instructional plans that facilitate TCs learning about communities, schools, families, and students while examining their own practice and its effects on student learning. Each module is framed using an inquiry framework, which asks student teachers to investigate local knowledge that is contextualized, relevant, and meaningful in the environment in which their students live and learn for the purpose of partnering with families and communities to promote the growth and development of the children they serve.
The ultimate goal is to widely share these modules with other teacher preparation programs at ASU and other institutions of higher education at no cost and with no restricted access.
Instructor-facing curriculum known as the "Framework for Community Embeddedness in Teacher Preparation" is a series of digitally-accessed instructional modules for university instructors to be embed into teacher prep coursework and clinical experiences. The modules' curriculum is designed to provide student teachers opportunities to engage with community members and families through a parent/teacher candidate home visit, and a series of community-based activities designed to make teacher candidates aware of the resources and support services available to them and the children and families they serve.
The framework and accompanying modules provide teacher preparation faculty with a series of intentional, systematic, instructional plans that facilitate TCs learning about communities, schools, families, and students while examining their own practice and its effects on student learning. Each module is framed using an inquiry framework, which asks student teachers to investigate local knowledge that is contextualized, relevant, and meaningful in the environment in which their students live and learn for the purpose of partnering with families and communities to promote the growth and development of the children they serve.
The ultimate goal is to widely share these modules with other teacher preparation programs at ASU and other institutions of higher education at no cost and with no restricted access.
