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Teresa Fisher

Clinical Assistant Professor    Program Coordinator, Master of Arts in Teaching, Early Childhood Education    
Education
Ph.D. in Teaching and Learning, Language and Literacy, Georgia State University, 2009.
M.Ed. in Reading, Language and Literacy Education, Georgia State University, 2004.
B.A. in Elementary Education and Vocal Performance, West Virginia Wesleyan College, 1999.
Specializations
Urban teacher development as a means for social justice, both locally situated and broadly constructed
Communities and structures of support for beginning educators
Multilingual/multi-literate development of young children
Biography

Teresa R. Fisher is a clinical assistant professor at Georgia State University, coordinating the early childhood education M.A.T. program. Fisher has worked with English Learners for 17 years and previously taught first and second grade serving multilingual students in a school in metro Atlanta.

Fisher joined the Georgia State faculty in 2006, first as a doctoral fellow and then as a clinical assistant professor. She has served as the reading and ESOL endorsement instructor for PDS in-service teachers in two counties, and as the program coordinator and instructor for the Reading, Language, and Literacy (ESOL) M.A.T. program. She accepted a position in the Department of Early Childhood Education in 2009 in order to facilitate and create the partnership between the department and Teach for America, and since has worked along with TFA alumni to craft and initiate the early childhood education M.A.T. program.

Fisher’s research focuses on urban teacher development as a means for social justice, both locally situated and broadly constructed. More specifically, she works to facilitate and examine teacher preparation and development opportunities that nurture beginning teachers committed to educational equity. To this end, she has joined pre-service and practicing teachers inquiring into their practices and pedagogies and worked to create and maintain partnerships with schools and nonprofits to foster teacher development for critical change.

 
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