Dr. Jeremy Delamarter
I love teaching, whether my students are in high school or in grad school. There’s something magical about a community coming together to learn. I’ve found that when students come prepared, when they’re earnest and disciplined in their thinking, when they’re willing to ask honest and difficult questions, whatever lessons I had planned take on new life and new meaning. The class becomes more than the sum of its parts, and we walk away with more than just a new set of skills or a new set of facts; we walk away changed. The purpose of education isn’t merely to equip us to do something different; when it’s done right, education allows us to be something different.
My current research focuses on the identity development of pre-service teachers. I’m particularly interested in how teacher preparation programs work to support students through the process of making the internal shift from “I am a student” to “I am a teacher.” This shift involves confronting and revising our expectations of teaching, expectations that have been shaped by our personal and educational histories, our own psychological needs, the books we’ve read, the movies we’ve seen, and the general cultural discourse surrounding education. Students don’t walk in to teacher preparation programs as blank slates; they walk in with clear and fairly rigid expectations of what being a teacher is going to be like. Unfortunately, both research and experience tell us that these expectations are often misaligned with reality, and, unless these expectations are amended fairly early on, teachers are likely to experience “practice shock,” the painful, disorienting, and often disillusioning reality check that frequently accompanies the first few years of a teacher’s career.
The question isn’t how we can help teachers avoid practice shock. Instead, preparation programs can work to turn practice shock from a place of disillusionment to a place a transformation, a place where new teachers have the skills and knowledge to confront their disequilibrium, understand it, and use it as a catalyst for growth.
Delamarter, J. (2013). Literary practice and imagined communities at Christian secondary schools. Journal of Research in Christian Education, 22 (3), pp. 283-300.
Delamarter, J. (2015). Avoiding Practice Shock: Using teacher movies to realign pre-service teachers’ expectations of teaching. Australian Journal of Teacher Education. In Press.
Delamarter, J. (2015). Confronting expectations. The Canadian Journal for Teacher Research. In Press.
Delamarter, J., and Lillejord, J. (2015). Using a CORE Cohort Model to Close the Achievement Gap for Underserved Ninth Grade Students. Washington State Kappan. In Press.
Selected Conference Presentations
– Northwest Association of Teacher Educators – Pullman, WA – 2014
- Presentation title – Hollywood and Practice Shock: Using Teacher Movies to Adjust Pre-Service Teachers’ Expectations
– Faith and the Humanities Conference – Kirkland, WA – 2013
- Presentation title – The Trouble with the Canon
– Benedictine Pedagogy Conference – Lisle, Illinois – 2013
- Presentation title – Benedict from the Outside: What One Protestant Professor is Learning from The Rule
– NWCSI Annual Conference – Lynden, WA – 2012
- Presentation title – Spiritual Formation and Christian High School Students
– WSASCD/OSPI/WASA Annual Conference – Seattle, WA – 2012
- Presentation title – Money, Manpower, and Measurement: how smaller districts can adapt best-practices to effectively mentor teachers
– Forum on Ecological Innovation for the Sochi Olympics – Sochi, Russia – 2008
- Presentation title – Home Grown: A Multi-National Comparison of Community Involvement in Education