Preparing Teachers for Place-Based Teaching

Authors

Amy Vinlove, University of Alaska, FairbanksFollow

Abstract

This paper begins by offering two portraits of recent teacher education graduates providing place-based teaching in their classrooms, followed by a description of the knowledge, skills, and dispositions teachers (new or seasoned) must possess to effectively teach in a place-based manner. Next is a short discussion of the importance of experience and application of these tenets. Finally, there are three examples of activities and assignments my colleagues and I have developed for our teacher preparation program. We aim for these experiences to help inspire and prepare our graduates to integrate their local communities and places into their own classrooms, whether they find themselves in an urban classroom in Anchorage or a small Alaska Native community “off the road system” in rural Alaska.

Author Biography

Amy Vinlove is an Assistant Professor of education at the University of Alaska Fairbanks, and has been working with the elementary teacher preparation program at UAF since 1999. Amy is a lifelong Alaskan with eight years of K-12 public school teaching experience and she has been a National Board Certified teacher since 2000. Amy’s research focus is on preparing new teachers to work with diverse populations and how to learn with and from their local communities.

Recommended Citation

Vinlove, A. (2015). Preparing Teachers for Place-Based Teaching. Occasional Paper Series, (33). DOI: https://doi.org/10.58295/2375-3668.1021