Aaron Samuel Zimmerman, Ph.D.
Office: Education 355
Aaron S. Zimmerman is an Assistant Professor of Curriculum Studies and Teacher Education in the Department of Curriculum and Instruction within the College of Education at Texas Tech University. He earned his doctorate in Curriculum, Instruction, and Teacher Education from Michigan State University. His research is focused on exploring meaning within the phenomena of teaching and teacher development. Specifically, he is interested in the tensions involved in the endeavor of learning to teach and the identity development of teacher educators.
- Ph.D., 2016, Michigan State University – Curriculum, Instruction, and Teacher Education
- M.A., 2010, National-Louis University – Psychology
- M.A., 2007, National-Louis University – Mathematics Teaching
- B.A., 2005, Harvard University – Statistics
Areas of Expertise
- Teachers' Classroom Decision-Making
- The Development of Early-Career Teachers
- The Curriculum and Pedagogy of Teacher Education
Zimmerman, A. S.(2019). Recognizing Kierkegaard's existential despair within the lives of early-career teachers. Curriculum and Teaching Dialogue, 21(1-2), 7-20.
Zimmerman, A. S.(2018). Helping early-career teachers to see the aesthetic dimension of mathematics within standards-based curricula. Curriculum and Teaching Dialogue, 20(1-2), 105-124.
Zimmerman, A. S.(2018). Democratic teacher education: Preserving public education as a public good in an era of neoliberalism. The Educational Forum, 82(3), 351-368.
Zimmerman, A. S.(2018). Cultivating virtue in teaching: The role of the personal, the professional, and the situational. The Educational Forum, 82(1), 97-110.
Zimmerman, A. S.(2018). Illuminating teacher educators' self understanding through the study of relationships in the teacher education classroom. In E. Lyle (Ed.), Fostering a relational pedagogy: Self- study as transformative praxis (pp. 180-190). Leiden, The Netherlands: Brill.
Zimmerman, A. S.(2017). Knots in thinking and the problem of enactment: Exploring the classroom thinking of three novice teachers. Midwestern Educational Researcher, 29(4), 355-376.