Formerly a bilingual elementary school teacher and adult English language instructor in the Latino communities of Los Angeles, I moved to North Carolina to pursue a PhD at UNC-Chapel Hill and study education in diverse Latino im/migrant destinations. I inquired into how Latina mothers navigated parenting and their children's schooling as they worked to create a sense of community and belonging in the changing racial/ethnic landscape of North Carolina.
2010 (co-edited with E. Murillo Jr., R. Trinidad Galvan, C. Martinez, J. Muñoz, and M. Machado-Casas) (2010). Handbook of Latinos and education: Theory, research and practice. NY: Routledge and Taylor Francis Group.
Community Fieldwork in Teacher Education: Theory and Practice (Routledge Research in Teacher Educati
There exists much potential for the use of community-based partnerships to support preservice teachers' learning and development. These opportunities can also expand preservice teachers' understanding of when and where teaching and learning take place. This paper reports the results of a qualitative, yearlong pilot study focused on secondary preservice teachers' (N = 42) weekly community-based field experiences at a newly opened secondary public museum school, located in a large Midwestern urban area. Specifically, preservice teachers worked weekly with sixth grade students in an urban public museum setting as part of a required undergraduate content area literacy teacher education course. This study highlights ways this community-based field experience served as an important clinical component for preservice teacher learning. Working in this community-based setting provided expanded and varied opportunities for preservice teacher learning, including practice using and facilitating small group instruction and opportunities to support adolescents' learning through accessing, exploring, and examining museum artifacts and exhibits. Therefore, community-based field experiences, when and where feasible, may serve as an important clinical component for preservice teacher learning.
In the context of the COVID-19 pandemic, we have encountered challenges arranging research practicum placements as schools pivoted to remote learning. As schools began to close their doors in mid-March, our teacher candidates faced anxiety and frustration as this limited their ability to complete their required research projects as originally conceptualized. While many were able to continue their data collection processes online with adjustments and creative adaptations, others had to abandon their projects or shift to a curriculum research project which did not require site visits. Our partners in the community college sectors and at the campus language academy were gracious to allow our students to continue their classroom fieldwork with veteran teachers as they moved to online platforms. This was an opportunity for our teacher candidates to gain experience in online, asynchronous instruction as well as remote, synchronous instruction. Our practicum instructor modified assignments and activities to continue to facilitate meaningful student engagement. Overall, the transition demanded a lot of support, mentoring, and adjustments on multiple levels, but I believe our candidates emerged stronger in their understanding of educational practice and the importance of being flexible and adapting quickly to evolving circumstances and emerging needs.
Molina, S. & Spencer, J. (2019). Feedback sessions as mediation spaces: Empowering teacher candidates to deepen instructional knowledge and engage in the construction and transformation of theory in practice. Educational Action Research.
Herrington, A., Herrington, J.ORCID: 0000-0002-9960-4677, Kervin, L. and Ferry, B. (2006)The design of an online community of practice for beginning teachers. Contemporary Issues in Technology and Teacher Education, 6 (1). pp. 120-132.
Sari, E. and Herrington, J.ORCID: 0000-0002-9960-4677 (2013)Using design-based research to investigate the design and development of an online community of practice for teacher professional development. In: Proceedings EdMedia 2013 - World Conference on Educational Media and Technology, 24 - 27 June 2013, Victoria, BC, Canada pp. 121-127.
Herrington, A. and Herrington, J.ORCID: 0000-0002-9960-4677 (2006)Identifying authentic mobile learning in teacher education: A design-based approach. In: IADIS International Conference Mobile Learning, 14 - 16 July, 2006, Dublin, Ireland
Herrington, A., Herrington, J.ORCID: 0000-0002-9960-4677, Lockyer, L. and Brown, I. (2004)Beginning teacher network: The design of an online community of practice for beginning teachers in Australia. In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2004, 27 June - 2 July 2004, Lugano, Switzerland pp. 3251-3258.
Herrington, J.ORCID: 0000-0002-9960-4677, Herrington, A. and Olney, I. (2012)Mainstreaming mobile learning in higher education: Capabilities and strategies for teachers. In: Teaching and Learning Forum 2012: Creating an inclusive learning environment: Engagement, equity, and retention, 2 - 3 February 2012, Murdoch University, Murdoch, W.A.
The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook: =Yee8cZVakfc
Paula Horrigan is an Emerita Professor of Landscape Architecture dedicated to examining and fostering the theory and practice of placemaking through her community-engaged teaching, research and outreach.
Together with Mallika Bose at Pennsylvania State University, I am currently undertaking a Democratic Design Practitioner Profiles research project. We are conducting interviews and compiling narrative profiles of individuals with significant experience in community-engaged design education, practice and/or research and a commitment to strengthening and developing community-engaged design's value, purposes and relevance to education and practice. Through this study we are seeking to better understand the experience and practice of community-engaged design/planning academic and practice-based professionals whose work directly engages such topics as democracy, civic education, democratic professionalism, participatory community design and development, equity, placemaking, public life, design activism, public interest design and environmental justice. This research aims to document and bring visibility to the contributions community-engaged design and planning educators, researchers and practitioners are making and about the value of the community-engagement agenda in design and planning academia and practice. Upwards of 30-40 people will take part in this research study nationwide.
All educational researchers should aim to protect the integrity and reputation of educational research by ensuring that they conduct their research to the highest standards. Researchers should contribute to the community spirit of critical analysis and constructive criticism that generates improvement in practice and enhancement of knowledge.
When leaders and teachers are designing the curriculum, they take into account that fieldwork teaching and practice support pupils in deepening their understanding of geographical processes and the interplay between them. In order to do so, fieldwork experiences need to be more than tokenistic events to satisfy the minimum expectation set out in the specification for a qualification. 2ff7e9595c
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