Abstract
This article describes a systematic overhaul of a teacher preparation program and presents outcomes based on studies of the program’s effectiveness in improving the knowledge and skills of teacher educators—university and PK-12 based—related to technology, diversity, and democratic education. The renewal program was peer designed and implemented over a 5-year cycle of 3 intact cohorts composed of education and arts & sciences university faculty and PK-12 colleagues simultaneously engaged in revising the scope, sequence, and content of a teacher education program. Presurveys and postsurveys indicate that nearly all of the instructional objectives were met and that participants made significant gains in their knowledge and skills related to the 3 target areas. Lessons learned in the process and implications for similar renewal efforts are offered.
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