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

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]) [Extracted from the article] Copyright of Journal of Teacher Education is the property of Sage Publications Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )