Yendol-Hoppey, et al. Micropolitical and Identity Challenges Influencing New Faculty Participation in Teacher Education Reform

Yendol-Hoppey, D., Hoppey, D., Morewood, A., Hayes, S. B., & Graham, M. S. (2013). Micropolitical and identity challenges influencing new faculty participation in teacher education reform: When will we learn? Teachers College Record: The Voice of Scholarship in Education, 115(7). Retrieved from ID Number: 17042, 3/13/2013 3:45 p.m.


If tenure-earning faculty are going to help actualize teacher education reform by working closer with partnership schools, they will likely demonstrate qualities of persistence, flexibility, and negotiation to help them successfully navigate the micropolitical tensions of universities and P-12 schools (p. 8 of 15).