International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Educators
Page 12/21
208 items
111
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Published: 2012
Updated: Jul. 01, 2013
112
The authors examine a professional development book club for teacher educators. The authors focused on understanding how teacher educators, participating in a professional development book club on English-language learners) ELL), explored their beliefs about language diversity and developed an awareness of how to best prepare future teachers for culturally and linguistically diverse schools. The authors found several overarching themes: the centrality of lived experiences, tensions within pedagogy development; and experiencing internal conflict throughout the process.
Published: 2011
Updated: May. 29, 2013
113
This article describes the Noewegian teacher education context in which two new teacher educators, John and Karen, start work in a university. The article looks at the many roles they have to undertake in that work, and the explicit and implicit requirements they have to meet. Finally, the article examines some of the frustrations both John and Karen may face, many of which are shared by their more experienced peers, as members of the professional community of teacher educators.
Published: 2011
Updated: Feb. 13, 2013
114
This article has explored how cultural, social and institutional factors impact on the working lives and identities of teacher educators in Scotland. The author found that four groups constitute the bulk of the academic staff populating the departments and schools of education in Scotland. These four distinctive groups include former college staff, longstanding university staff, newly appointed university staff, and temporary university staff. For each group, there is a range of factors that will have shaped their professional identity as well as a number of choices or decisions they have made that will also play a significant part.
Published: 2011
Updated: Feb. 12, 2013
115
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Published: 2011
Updated: Jan. 23, 2013
116
In this article, the authors examine the career pathways and work experiences of teacher educators in Australia. The findings reveal that the entry of all the teacher educators into teacher education work was often by accident rather than design. Furthermore, many feel resentful that the teaching and administration work that often requires large amounts of time is not recognised as sufficient for career progression. Finally, the role of a significant mentor was critical for many teacher educators in this study.
Published: 2011
Updated: Dec. 30, 2012
117
This article explores how the changes in teacher education in Australia have influenced teacher educators' identity as a professional group. This paper is based on the observations and experiences of the author, who has been teacher educator for the past two decades. The author concludes that the challenge now is for teacher educators to raise their profile in the academy by positively addressing the endemic uncertainty of knowledge of practice through an explication of their pedagogy of teacher education.
Published: 2011
Updated: Dec. 26, 2012
118
This article explores how individual university supervisors, operating within a teacher education department of a college of education at a large public U.S. institution, valued, defined, and enacted their supervision of student teachers. Fourteen university supervisors from the secondary teacher education department at Smyth University participated in this study. The findings reveal that the participants agreed on the importance of the work of the university supervisor in integrating university coursework and practical classroom experiences. The findings demonstrate supervision is not enacted the same way by university supervisors in this department.
Published: 2011
Updated: Dec. 26, 2012
119
This article reports on the Teacher Education Research Network (TERN) initiative, which piloted a model for research capacity building in teacher education in the North West of England. This paper explores the intricate dynamics of the learning journeys undertaken by the participants. Furthermore, this article critically examines the structural, social and cultural factors involved in the navigation of the complex ecologies in which they were embedded as teacher educators and how this impacted on their learning.
Published: 2011
Updated: Dec. 25, 2012
120
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Published: 2011
Updated: Nov. 28, 2012