Redefining Teacher Preparation: Learning from Experience in Educator Development, highlights applications and reflections of Association of Teacher Educator (ATE) Standards and offers conceptual frameworks and contextual realities in connections to classroom educators at all stages of their career. Association of Teacher Educators (ATE) is a professional community focusing upon redefining teacher preparation to promote advocacy, equity, leadership and professionalism through learning from experience in educator development. This text is meant as a reflection of the current state of the profession as revolves around the concept of classroom teachers as associated teacher educators. This text serves also as a tool for promoting professional discourse concerning redefining teacher preparation in learning through experience pertaining to the development and implications of classroom teachers as associated teacher educators. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of classroom teachers as associated teacher educators in this regard.

Redefining Teacher Preparation: Learning from Experience in Educator Development, highlights applications and reflections of Association of Teacher Educator (ATE) Standards and offers conceptual frameworks and contextual realities in connections to classroom educators at all stages of their career. Association of Teacher Educators (ATE) is a professional community focusing upon redefining teacher preparation to promote advocacy, equity, leadership and professionalism through learning from experience in educator development. This text is meant as a reflection of the current state of the profession as revolves around the concept of classroom teachers as associated teacher educators. This text serves also as a tool for promoting professional discourse concerning redefining teacher preparation in learning through experience pertaining to the development and implications of classroom teachers as associated teacher educators. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of classroom teachers as associated teacher educators in this regard.

Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional's career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Development are as follows: introspection, participation, collaboration, transformation, identification. Dynamic principles of professional development both illustrate and apply standards and dispositions evident within real world classroom engagement, and while working closely with teachers, administrators, and university based instructors. Classroom teachers as associated teacher educators routinely demonstrate the characteristics of these dynamic principles of professional development in their practice. These principles often reflect elements of effective teacher preparation. Thus, these dynamic principles of professional development illuminate the key qualities of classroom teachers as associated teacher educators. Further, these dynamic principles enrich and expand the evolving definition of classroom teachers as associated teacher educators as the central focus of this text.

This text focuses upon professional discourse that revolves around induction efforts resulting from educators working together to inform one another's practice. Teacher to teacher mentality is the product of purposeful practice as educators serve to inform one another's preparation and development. Further, such mentality transcends boundaries to reach all levels of education and across contexts with cutting edge research and applications that promote the classroom teacher as associated teacher educator in the process. Therefore, this text is meant as a reflection of the current state of the profession and future research and development prospects pertaining to the concept of classroom teachers as associated teacher educators who through teacher to teacher mentality inform purposeful practice. This text serves also as a tool for promoting professional discourse concerning the classroom teachers as associated teacher educators in this regard. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of teacher to teacher mentality of classroom teachers as associated teacher educators engaged in purposeful practice. Such dynamic interchanges of teacher to teacher mentality extend to teacher candidates, novice classroom teachers, and teacher educators.

This text focuses upon professional discourse that revolves around induction efforts resulting from educators working together to inform one another's practice. Teacher to teacher mentality is the product of purposeful practice as educators serve to inform one another's preparation and development. Further, such mentality transcends boundaries to reach all levels of education and across contexts with cutting edge research and applications that promote the classroom teacher as associated teacher educator in the process. Therefore, this text is meant as a reflection of the current state of the profession and future research and development prospects pertaining to the concept of classroom teachers as associated teacher educators who through teacher to teacher mentality inform purposeful practice. This text serves also as a tool for promoting professional discourse concerning the classroom teachers as associated teacher educators in this regard. This is such an important discussion to be had, and yet only recently has the teacher education profession more fully realized, acknowledged and emphasized the integral impact of teacher to teacher mentality of classroom teachers as associated teacher educators engaged in purposeful practice. Such dynamic interchanges of teacher to teacher mentality extend to teacher candidates, novice classroom teachers, and teacher educators.

Dynamic principles of professional development are directly and indirectly defined and applied with no particular order of sequence as one or more of these principles may be activated in unison and revisited time and again in varied degrees and contexts throughout a professional's career. Further, this is by no means a list in the entirety of all professional principles pertaining to education, but rather a representation of the basis for the dynamic interchange that transpires and elevates professional development that is energized and authentic. These Dynamic Principles of Professional Development are as follows: introspection, participation, collaboration, transformation, identification. Dynamic principles of professional development both illustrate and apply standards and dispositions evident within real world classroom engagement, and while working closely with teachers, administrators, and university based instructors. Classroom teachers as associated teacher educators routinely demonstrate the characteristics of these dynamic principles of professional development in their practice. These principles often reflect elements of effective teacher preparation. Thus, these dynamic principles of professional development illuminate the key qualities of classroom teachers as associated teacher educators. Further, these dynamic principles enrich and expand the evolving definition of classroom teachers as associated teacher educators as the central focus of this text.