International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Educators
Page 5/21
208 items
41
This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
Published: 2014
Updated: Sep. 19, 2016
42
This article investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student-teachers through a case-study approach. The findings reveal a number of professional development needs of new teacher educators situated solely in school, some similar with those situated in higher educational institutions, including fostering an understanding that modelling needs to be made explicit to student-teachers. This has important implications with the introduction of Teaching Schools with responsibilities for educating student-teachers in England.
Published: 2013
Updated: Sep. 04, 2016
43
The present study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole.
Published: 2012
Updated: Sep. 04, 2016
44
This article seeks to understand how persistent categories of written language in institutional texts support the cultural-historical production and re-production of teacher educators as kinds of academic workers in Australia. A surprising finding was the almost complete absence of the ‘teacher educator’ within these texts. Analysis revealed, instead, textual distinctions between the advertisements (shown to be preoccupied with the image and positioning of institutional priorities and the supporting materials) which were characterised by the language of Human Resources.
Published: 2013
Updated: Aug. 01, 2016
45
This study examined what pedagogical advisors perceive as factors affecting their professional self-efficacy. The major finding is that pedagogical advisors perceive their professional autonomy as a necessary condition for the effective fulfillment of their role. Autonomy allows them to develop their potential in the intrapersonal, interpersonal and organizational domains of their work. Their sense of autonomy is based on a connection between freedom and commitment to the teaching profession.
Published: 2012
Updated: Aug. 01, 2016
46
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Published: 2013
Updated: Jul. 18, 2016
47
In this article, this self-regulated learning (SRL) model, which was described in a previous theoretical study elaborated towards the ‘Self-Regulated Learning Opportunities Questionnaire' (SRLOQ) that can be applied by primary teacher educators as a diagnostic instrument for classroom settings.
Published: 2013
Updated: Jul. 03, 2016
48
The present study raises awareness on issues pertaining to teacher educators’ professional development in the Greek-Cypriot context. Findings indicate that teacher educators are involved not only in formal but also informal learning, both through and without interaction. Learning through interaction involves participation in seminars as well as informal conversations with colleagues, but not structured forms of peer learning. Learning without interaction resembles self-study and reflection, but not intentional experimentation with practices. These findings reflect the individualized character of educators’ professional development, while systemic opportunities for peer learning remain scarce.
Published: 2013
Updated: Jul. 03, 2016
49
The study explores the educational potential embedded in the question-asking strategy as a key mentoring resource when used between an experienced teacher educator and a novice teacher for the professional development of both. The findings reveal that the process of a reflective dialog through asking questions led to deeper analysis by the mentor and novice and effected a change in the paradigm of the novice–mentor relationship. This self-study serves as an example of a teacher educator’s readiness to examine more closely her own mentoring style and its effects on the novice, and to better understand the contribution of a reflective dialog to the professional growth of both novice and mentor teacher.
Published: 2012
Updated: Jun. 26, 2016
50
This article reports on the challenges and successes encountered by an in-service teacher, Sarah, implementing nature of science (NOS) for the first time throughout four units of a community college biology course. The in-service teacher, who participated in this study, found that through action research she was able to grow and assimilate her understanding of NOS within the biology content she was teaching. A shift in orientation toward teaching products of science to teaching science processes was a necessary shift for NOS pedagogical success. This process enabled Sarah’s development of PCK for NOS. As a practical example of putting research-based instructional recommendations into practice, this study may be very useful for other teachers who are learning to teach NOS.
Published: 2014
Updated: Jun. 06, 2016