Title

Associate Dean
Associate Professor

Contact Information

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Office: 301 MCKB
Department:
Dean's Office, TEd Graduate
0

Brief Biography

Dr. Lynnette B. Erickson has been an educator for over thirty years and has served eighteen of those years on the faculty of Brigham Young University in the Department of Teacher Education in Provo, Utah. She holds a Bachelor of Arts degree in Elementary Education and a Masters degree in Teaching and Learning from Brigham Young University, and a Doctor of Philosophy degree in Curriculum and Instruction from Arizona State University. Prior to teaching in higher education she taught third grade in public schools in Payson, Utah and Gilbert, Arizona. Her collegiate teaching includes undergraduate and graduate courses at Arizona State University and Brigham Young University. Dr. Erickson served as associate department chair in Teacher Education for eight years at Brigham Young University where she was involved with several accreditation reviews, national and international student teaching programs, and program improvement.

Teaching Interests

Social studies education (elementary)

Teacher education

Democracy in education

Research Interests

Teacher education

Education for democracy

Social studies education, curriculum, and pedagogy

Teacher preparation program accreditation

Awards

2011 Outstanding Author Contribution Award

Emerald Literati Network, Emerald Group Publishing Limited

2011

Selected Publications

Consequences of personal teaching metaphors for teacher identity and practice (2017)

Authors: Erickson, Lynnette; Pinnegar, Stefinee

Publication Type: Journal Article, Academic Journal

Publisher: Routledge Taylor & Francis Group

Country: United Kingdom

Volume: 23

Issue: 1

Page Numbers: 106-122

ISSN: 1354-0602

URL: 462 East 130 North

Abstract: click to view

Past research has clearly indicated that teachers’ metaphors can serve as a framework that moves our understanding of teaching forward by making more explicit the intuitive knowledge teachers hold about themselves, their classrooms, and their practice. Making explicit how metaphors uncover the understandings that guide the practices of inservice teachers, individually and collectively, can provide insight into the assumptions they hold about teaching and teaching practice. The purpose of this study was to explore how inservice teachers’ self-constructed metaphors revealed their perceptions of their roles, obligations, and assumptions about teaching and learning and consider the implications of such exploration for teacher education and development. The four experienced teachers who participated in this study constructed personal teaching metaphors for which they provided an explanation. Analysis of the metaphors using positioning theory provided evidence that teaching metaphors capture the individual identity and specify the plotlines of teaching and the obligations, duties, and responsibilities of the teacher as well as the role of the teacher and others in the teacher’s practice. We found that each metaphor brought elements of identity and teaching practice together in unique and divergent ways. A subsequent cross-case analysis reveled common discourses of teaching: responsibility, nurturing and caring, and teacher and student learning. Both the individual and cross-case analysis suggest the potential value of metaphor work for informing teacher education and professional development to advise teachers, teacher educators, school leaders, and policy makers.

A programmatic self-study of practice: Exploring teacher educator knowledge (2012)

Authors: Erickson, Lynnette Bloom; Pinnegar, Stefinee E; Young, Janet R

Publication Type: Conference Proceedings

Publisher: Self-Study of Teacher Education Practices SIG

City: East Sussex

Country: England

Page Numbers: 98-102

Extending inquiry communities: Illuminating teacher education through self-study (2012)

Authors: Young, Janet R; Erickson, Lynnette Bloom; Pinnegar, Stefinee E

Publication Type: Conference Proceedings

Publisher: Self-Study of Teacher Education Practices SIG

City: East Sussex

Country: England

Page Numbers: 304

Social studies teacher educators as curriculum makers: Engaging teacher candidates in democratic practices (2011)

Authors: Erickson, Lynnette Bloom; Miner, Amy Baird

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: Emerald Group Publishing Limited

City: Bingly

Country: United Kingdom

Volume: 13

Page Numbers: 151-168

Editors: J. Kitchen, D. Ciuffetelli Parker, & D. Pushor

Endnote (2011)

Authors: Erickson, Lynnette Bloom; Young, Janet R; Pinnegar, Stefinee E

Publication Type: Journal Article, Academic Journal

Publisher: Routledge

City: Abingdon, Oxon

Country: United Kingdom

Volume: 7

Issue: 2

Page Numbers: 215-216

URL: www.informaworld.com

Editors: Amanda Berry and Tom Russell

Imagining, becoming, and being a teacher: How professional history mediates teacher educator identity (2011)

Authors: Young, Janet; Erickson, Lynnette

Publication Type: Journal Article, Academic Journal

Publisher: Routledge

City: Abingdon, Oxon

Country: United Kingdom

Volume: 7

Issue: 2

Page Numbers: 121-129

URL: www.informaworld.com

Editors: Amanda Berry and Tom Russell

Civic Engagement in Teacher Education: Activities or Obligations? (2011)

Authors: Erickson, Lynnette Bloom

Publication Type: Journal Article, Academic Journal

Publisher: Rowman & Littlefield, in partnership with the Texas Association of Colleges of Teacher Education (TACTE)

City: Lanham, MD

Country: USA

Volume: 24

Issue: 3

Page Numbers: 330-332

URL: rowmaneducation.com

Editors: Patrick M. Jenlink

Towards transparency: Competing discourses of teacher educators and teachers. (2011)

Authors: Erickson, Lynnette Bloom; Young, Janet R

Publication Type: Journal Article, Academic Journal

Publisher: Taylor and Francis

City: Abingdon, Oxon

Country: United Kingdom

Volume: 7

Issue: 1

Page Numbers: 93-104

Editors: Amanda Berry and Tom Russell

Abstract: click to view

This self-study emerged within the context of a school-based professional development project that we, as teacher educators, initiated. We envisioned the Book in a Bag (BIB) project as a way to promote curriculum integration, and at the same time provide a venue for our research. In the course of the BIB project, tensions arose between our commitment to serve the teachers with whom we worked and our university-related obligation to attend to research productivity. The purpose of our self-study was to examine tensions we experienced as we sought to strike a balance between helping teachers while, at the same time, fulfilling expectations of our role as scholars. In this article, we recount events that unfolded during the course of the study. We explore the ways in which our obligations to serve teachers and schools while engaging in scholarship gave rise to unanticipated tensions. Self-study methodology served not only as a means for deepening our understanding of our own practice and ourselves as teacher educators in our current situation, but also with an eye to future relationships with teachers as we fulfill our roles as teacher educators.

Advances in Research on Teaching, Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation (2010)

Authors: Erickson, Lynnette Bloom; Wentworth, Nancy Gayle

Publication Type: Book, Edited

Publisher: Emerald Group Publishing Limited

City: Bingly

Country: United Kingdom

Volume: 12

Page Numbers: 329

Editors: same

Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs (2010)

Authors: Jacob, W. James; Swensen, Deborah; Hite, Julie; Erickson, Lynnette Bloom; Tuttle, Marie

Publication Type: Journal Article, Academic Journal

Volume: 1

Issue: 1 & 2

Page Numbers: 1-11

Abstract: click to view

This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a) substantive grounded theory and Patton’s (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.

Defining teacher educator through the eyes of classroom teachers (2009)

Authors: Korth, Byran Baird; Erickson, Lynnette Bloom; Hall-Kenyon, Kendra Maria

Publication Type: Journal Article, Academic Journal

Publisher: Auburn University

City: Auburn, Alabama

Country: USA

Volume: 33

Issue: 1

Page Numbers: 1-12

URL: www.theprofessionaleducator.org/articles/combined%20spring_09.pdf

Abstract: click to view

The purpose of this study was to analyze a sample of classroom teachers? definitions of the term teacher educator and determine whether they considered themselves to be teacher educators. The extent that classroom teachers? definitions of a teacher educator were influenced by involvement in a university-public school partnership was also examined. Results indicated that a large majority of the study?s participants considered themselves to be teacher educators, but there were variations in how they defined this role. Analysis of the participants? definitions of the term teacher educator revealed two general categories: teacher of teachers and general educator. Results also indicated that a school?s consistent involvement in a partnership led to a higher percentage of teachers giving definitions that could be categorized under the teacher of teachers theme. Theoretical and practical implications of the findings are presented, along with suggestions for future study.

Life on the borderlands: Action research and clinical teacher education faculty (2008)

Authors: Bullough, Robert V; Draper, Roni Jo; Erickson, Lynnette Bloom; Young, Janet R

Publication Type: Book, Chapter/ Section in Scholarly Book

Publisher: SUNY Press

City: New York

Editors: Robert V. Bullough, Jr.

Paradise unrealized: Teacher educators and the costs and benefits of school/university partnerships. (1999)

Authors: Bullough, Robert V; Birrell, James R; Clark, Cecil; Erickson, Lynnette Bloom; Earle, Rodney S; Campbell, Joy Florence

Publication Type: Journal Article, Academic Journal

Volume: 50

Page Numbers: 381-390