International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Educators
Page 4/21
208 items
31
This study explores the role that teacher educators themselves may play in instances of limited success. The first author used self-study to explore how his framing of his facilitation role created a defensive rather than an open-to-learning professional development experience. This article has described how, despite being skilled in teaching, the first author was not skilled in helping teachers learn, at least initially. By building on the work of Argyris and Scho¨n (1974), this article describes a self-study process that involves using transcripts to infer the beliefs and values that underpin in-service educators’ decisions about how to act.
Published: 2015
Updated: Dec. 28, 2016
32
This auto-ethnography focuses on the process of developing a teacher educator identity for the new teacher educator whose career path did not begin in the Pre K-12 setting. By examining her own experience the author explores the tensions and difficulties that beset new nontraditional faculty of teacher education and compare them to those of traditional teacher educators.
Published: 2014
Updated: Dec. 20, 2016
33
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Published: 2016
Updated: Dec. 06, 2016
34
The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.
Published: 2016
Updated: Dec. 04, 2016
35
The purpose of this article is to use self-study methodology to uncover what effects these experiences had on the development of the author's pedagogy of teacher education and so he needed to find a way to extract ideas that were relevant to his practice as a teacher educator. The author draws two conclusions from this self-study (1) There is considerable value in re-experiencing oneself as a learner by examining one’s own life history in order to challenge how we know what we know about teaching. (2) If we accept the idea that prior experiences as a student and as a teacher influence our work as teacher educators and professors of education, then our prior experiences as a learner in non-formal settings offer a rich context for additional analysis through self-study.
Published: 2014
Updated: Nov. 30, 2016
36
This self-study describes the author's transition from teacher to teacher educator. During this transition, the author explored how her beliefs about mathematics teacher education influenced the work of planning and teaching a course for the first time. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The author concludes that long-term goals related to reflection, career-long learning, and professional growth were what the author felt were missing in the courses she had taken as a teacher candidate, observed as a graduate student, and worked in as a teaching assistant. The tension between the short-term goals of teacher candidates and the long-term goals of the faculty was striking.
Published: 2014
Updated: Nov. 15, 2016
37
This collaborative self-study introduces a learning experience regarding the meaning of our roles as teacher educators in an open-space learning environment. The study documents a learning process in which the authors framed and reframed their understanding of the meaning of their roles as they changed perspectives and reconsidered practices.
Published: 2013
Updated: Nov. 09, 2016
38
This article uses critical autoethnographic self-study methodology to examine teacher educators' dispositions toward their students. Findings illustrate the powerful positions and judgmental stances teacher educators held as they navigated their teaching as well as a need for teacher educators to devote time to deliberate critical self-study of their own dispositions.
Published: 2012
Updated: Nov. 09, 2016
39
This article describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group.
Published: 2014
Updated: Sep. 28, 2016
40
This article focuses on the Conservative–Liberal coalition government’s policy in teacher education in England and its implications for the work of teacher educators. It argues that policies influenced by the neoliberal and neoconservative policies of past governments from the late 1970s have been continued and even accelerated by the current coalition government, with the result of a much more significant and rapid shift to more school-based and school-led initial teacher education and continuing professional development.
Published: 2013
Updated: Sep. 28, 2016