BiographyEtta Hollins has a wide range of experience as an education practitioner and scholar. She has twenty years of experience in K-12 schools as a classroom teacher, building administrator, and curriculum coordinator. She has conducted professional development for inservice teachers and school administrators. She has served as a consultant on teaching and learning for diverse and underserved students for school districts and state departments of education across the nation.
Etta Hollins has taught university courses in preservice teacher preparation and graduate courses on teaching diverse and underserved students. She has taught doctoral level courses on research on teacher education, and pedagogy in preservice teacher preparation. She has led the redesign of preservice teacher preparation at three different universities and has served as a consultant on the design of preservice programs.
She has served as a senior advisor for the Journal of Teacher Education and on the advisory board for the American Educational Research Journal, Review of Educational Research, Reading Research Quarterly, and Teaching Education.
Etta Hollins has received numerous awards and recognition for her work including lifetime achievement awards from the American Education Research Association and Pittsburg State University, Pittsburg, Kansas.
Presentation from Teaching Works at the University of Michigan on November 4, 2015
Keynote spotlight speech at the American Association of Colleges for Teacher Education in Atlanta on March 1, 2015
Areas of Research / Professional Expertise
Etta Hollins has focused her research and scholarship on improving teaching and learning for urban and underserved students. She has conducted two longitudinal studies using conversations among teachers (referred to as structured dialogue) and teacher journaling to improve learning outcomes for underserved urban students. This approach to teacher professional development is discussed in her book Learning to teach in Urban Schools. Etta Hollins introduced the idea of teaching and learning teaching as an interpretive practice in an article published in 2011 in the Journal of Teacher Education. Teaching as an interpretive practice and the more traditional view of teaching as representation and approximation are the subject of her recently published edited volume, Rethinking Field Experiences in Preservice Teacher Education. Additionally, she has developed and coordinates a graduate certificate in Culturally Responsive Pedagogy that builds upon and extends the work in her book Culture in School Learning.
My primary interest is in transforming preservice teacher preparation and teaching practices as a way to improve teaching and learning in P-12 schools.
Published: Nov 16, 2015 by Teaching Education, 25(1), 99-124
Authors: Hollins, E. R., Luna, C., & Lopez, S.
This article presents a research study that raises questions about the well-established practice of assigning experienced teachers to particular roles such as instructional coaches, mentor teachers, and instructors in preservice teacher education without additional preparation. These questions include the impact of novice teacher educators’ lack of specific preparation on teacher candidates’ competence as beginning teachers and the impact on learning outcomes for students.
Published: Nov 16, 2015 by Journal of Teacher Education, 62(4), 395-407
Authors: Etta R Hollins
This article presents a holistic practice-based approach to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The second part describes the design of opportunities for leaning to teach with an emphasis on epistemic practices and program qualities.