Elizabeth Tetu, trailblazing graduate of the Teacher Learning, Research & Practice program, has more to share with new teachers
“Feelings of overwhelm and failure, a sense of having been inadequately prepared, and a reported lack of support to navigate these experiences,” said Tetu. She also experienced “tensions between what I had learned and come to value through my early justice-centered teacher preparation as an undergraduate, and the practices and expectations in my school environments.”
It was these tense experiences that led Tetu to first apply to graduate school, where she was able to unearth the focus of what her research and teaching would ultimately be.
“Both my research and teaching have come to focus on supporting new teachers to find community and self-efficacy to support them to enact their values,” she said.
With an abundance of opportunities to work with pre-service teachers in the Elementary Education program and the School of Education’s commitment to equity, inclusion, diversity and justice, Tetu was drawn to the research potential that the Teacher Learning, Research & Practice (TLRP) program offered.
The TLRP program area offered Tetu a unique opportunity “to learn from/in a community of faculty and graduate students who care deeply AND theorize richly about teachers and teaching,” she said. “Being in community with peers and mentors who move with great authenticity and integrity has taught me ways of integrating my values and ways of being into my identity as a scholar.”
This integration of values that Tetu has learned to harness and utilize in her work were applied well in her time teaching in the Elementary Education program.
“Elizabeth’s attention to equity and justice has been a hallmark of the courses she has designed and taught in the undergraduate Elementary Education program,” said her award nominators, Associate Professors Jamy Stillman and Melissa Braaten.
Gaining the respect and admiration of her faculty mentors, peers and students, Tetu was proudly nominated as the recipient of the 2024 PhD Outstanding Teaching Award.
“Elizabeth’s concerted focus on teaching and teacher education — including her efforts to empirically explore questions about teaching/teacher education in the context of her own practice — have resulted in teaching excellence that far exceeds what is typical for doctoral students.” said Tetu’s nominators. “Elizabeth has excelled as a course instructor while making immeasurable contributions to the Elementary Teacher Education program through her teaching, course development, leadership, and scholarly activities.”
As the first graduate of the TLRP program, Tetu’s trailblazing contributions to the Elementary Education program during her doctoral program are only the beginning, and she is excited to be returning to the School of Education as an Assistant Teaching Professor at the end of this summer.
Before Tetu returns to the Elementary Education program, she has another important goal to accomplish in Europe this summer, hiking the famed Camino de Santiago.
In her own words
Please tell us a bit about yourself
I grew up and attended public schools in southeastern Pennsylvania, and I attended college/graduate school in NYC. I was an elementary school teacher and administrator for nine years in New York City. In my different roles, I saw (and experienced myself) some common themes in the first year of teaching: feelings of overwhelm and failure, a sense of having been inadequately prepared, and a reported lack of support to navigate these experiences. In my own early teaching career, I also experienced tensions between what I had learned and come to value through my early justice-centered teacher preparation as an undergraduate, and the practices and expectations in my school environments. This problem is what made me want to apply to graduate school, and ultimately both my research and teaching have come to focus on supporting new teachers to find community and self-efficacy to support them to enact their values. I chose ˛ĘĂń±¦µä for a few reasons: (1) the TLRP program area and the unique opportunity it offered to learn from/in a community of faculty and graduate students who care deeply AND theorize richly about teachers and teaching, (2) the school's commitments to equity, inclusion, diversity, and justice, and (3) the abundant opportunities available here to teach and work with pre-service teachers in the elementary education program."
What is one of the most significant lessons from your time at ˛ĘĂń±¦µä that you’ll carry with you into the next chapter of your life?
I came to graduate school with very little knowledge about the academy and learned very early on that there are strong pressures in academic spaces to produce rather than humanize, perform rather than listen, and achieve rather than learn. My time at ˛ĘĂń±¦µä, especially being in community with peers and mentors who move with great authenticity and integrity, has taught me ways of integrating my values and ways of being into my identity as a scholar. I feel that this integration is the only way to do justice-centered work and remain whole in the academy, and I'm grateful to everyone who has helped me to see that."
What is your best piece of advice for incoming students?
Doctoral education is full of difficult experiences: critically reflecting on your teaching, having conversations across infinite lines of difference, the big milestones (comps and dissertation) and so much more. Although these experiences contribute to a lot of individual growth and accomplishment, you in fact navigate them with peers and mentors. And there are SO many wonderful people teaching and working at ˛ĘĂń±¦µä. If I could give an incoming student one piece of advice, it would be to find people that you both respect and trust. Having the right people on your committees and collaborative teams can turn all of the challenges into precious gifts, as you are transformed by the expertise and generosity of others."
What are your next steps after graduation?
First, I'm going to take half the summer off to hike the Camino de Santiago! I see it as an opportunity to reconnect with myself before moving into the next phase of my career. In the fall, I am returning to ˛ĘĂń±¦µä as an Assistant Teaching Professor in Elementary Education."
