Section archive - Teacher Educators

This study highlights teacher educators’ efforts and challenges in providing preservice elementary teachers with opportunities to learn about educating students learning English as an additional language. A key finding is that all teacher educators felt responsible for and made efforts to guide teacher candidates to educate linguistically diverse students in elementary classroom settings. However, they did not work toward this goal collectively or cohesively.

This article describes the birth and success of Emerging Scholars program. This is a new program of Association of Teacher Educators (ATE), which designed to help graduate students and those new to teacher education develop a voice in the profession through research and publication. The authors conclude that new avenues of expression, such as the Emerging Scholars sessions at the ATE annual meetings and the publication of this special thematic issue of Action in Teacher Education, are continuing the long tradition of ATE's commitment to the professional development of all teacher educators and the continuous improvement of the teaching profession.

This article focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied.

This study explored how supervisors can develop greater stances of inquiry toward their practices as they experimented with video of their student teachers and shared their experiences with peers. The findings revealed how these experiences not only enhanced their existing personal approaches toward supervision, but also challenged their roles as observers and prompted them to build messages about teaching dispositions directly from video. The supervisors’ willingness to share and listen to others’ experiences with video was critical to their growth. Supervisors across grade levels, subject areas, and field sites either recognized or began to recognize how creating and using video could help them share at least a bit more of the learning space with their student teachers.