The Teacher Support Imperative: Teacher Education and the Pedagogy of Connection.

Carter Andrews, Dorinda J.; Richmond, Gail; Marciano, Joanne E.

Just as teacher education programs depend upon practicing teachers for the quality and integrity of their programs, they have a responsibility for playing a role in ongoing support for these educators. We begin by describing how we think about a pedagogy of connection for teacher education, building upon the earlier contributions of education scholars, and then briefly discuss the role of teacher education programs in cultivating this pedagogical strategy with teacher candidates and practicing teachers. Teacher educators may also benefit from participating in virtual communities alongside teacher candidates and practicing teachers. Teacher educators' ability to foster a pedagogy of connection with teacher candidates and practicing teachers is necessary to help them understand the full scope of students' academic, social, and emotional needs and how to effectively respond ([1]).

TEACHER educators; VIRTUAL communities; TEACHER education; TEACHERS; MEDICAL personnel; COVID-19 pandemic; BLENDED learning

Journal of Teacher Education, 2021, Vol 72, Issue 3, p267

0022-4871

Academic Journal

10.1177/00224871211005950