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Staging the Work of Teacher Education Through Public Conversation

University of California-Santa Barbara

Charles A. Peck

University of Washington

Marianne D’Emidio-Caston

Antioch University-Santa Barbara

Jon Snyder

Bank Street College

The value of university-based programs of teacher education in preparing high-quality teachers is currently the focus of increasingly contentious debate among researchers, policy makers, and media experts. To a large extent, public awareness and understanding of the work of teacher education is filtered through one or another of these lenses because direct public experience with programs of teacher education is limited. The authors developed a capstone event, termed the "Public Conversation," for their graduate-level, Teacher Education Program as a means of introducing graduates to the community and engaging a variety of community members in substantive dialogue around significant and enduring issues related to teaching and learning in the public schools. This article reports on impacts of the Public Conversation on community members, public school professionals, and university faculty, who participated as critical friends in this process.

Key Words: critical friends • Public Conversation

Journal of Teacher Education, Vol. 56, No. 5, 482-497 (2005)
DOI: 10.1177/0022487105282171


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