Associate Professor of the Practice, Early Childhood and Elementary Education, Department of Teaching and Learning
My scholarly work is focused on advancing the development of teacher candidates’ general and subject-specific pedagogical knowledge, dispositions, and skills across the duration of initial teacher preparation. Two lines of scholarship and practice characterize this work.
The first is focused on designing new and enhancing previously untapped instructional spaces that span the boundaries between learning to teach in the college classroom and learning to teach in field-based settings. The design and implementation of an educative mentoring model (EM2) and of a program-wide Professional Learning Community Seminar series have emerged from this work.
The second is focused on creating, adapting, and implementing teacher educational pedagogies to support teacher candidate learning and growth at particular points along a theorized developmental continuum. Here I explore questions related to how the use of video of accomplished teachers can support teacher candidate development and how a teacher candidate’s understanding of disciplinary practice is translated into pedagogical practice.
Together these lines of scholarship continue to inform the design of learning experiences tailored to meet the developmental needs of teacher candidates as well as the use of specific teacher educational pedagogies to scaffold teacher candidates’ ability to coordinate elements of teaching, often first learned in isolation, toward the development of simultaneous and integrated practice reflective of the complexity of teaching.
Arias, A., Criswell, B., Ellis, J., Escalada, L., Forsythe, M., Johnson, H., Palmeri, A., & Riccio, J. (2020). The framework for analyzing video in science teacher education and examples of its broad application. Innovations in Science Teacher Education, 5(4).
Palmeri, A.B. & Peter, J.A. (2020). Pulling at loose threads: Weaving a coherent vision of teacher education through self-study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and Tapestries. EdTech Books (pp. 239-248).
Hundley, M., Johnson, H., & Palmeri, A. (2019). The use of video to examine teaching practice. In Lisa Baron (Ed). A Practical Guide to edTPA Implementation and Success Charlotte, NC: Information Age Publishing.
Palmeri, A.B, & Peter, J.A. (2019) Conflated constructs: Disentangling the educative and evaluative functions of preservice teacher supervision. Journal of Educational Supervision, 2(2), 67-82.
Palmeri, A.B., & Peter, J.A. (2019) Pivoting from evaluative to educative feedback during post-observation conferencing: Supporting the development of preservice teachers. In T. Hodges, & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education. (pp. 495-517). Hershey, PA: IGI Global.
Hougan, E., Johnson, H., Novak, D., Foote, C., & Palmeri, A. (2018) Exploring the influence of accomplished teachers’ video and commentary pairing on teacher candidates’ thinking about practice. Journal of Technology and Teacher Education, 26(2), 217-248.
Neel, M.A., & Palmeri, A. (2017). Meeting the demands of the C3 framework in elementary social studies methods. Social Studies Research and Practice, 12(3), 358-371.
Palmeri, A.B. (2015). Building prospective early childhood teachers’ content knowledge through historical reasoning tasks. Social Studies Research and Practice, 10(3), 57-68.