Section archive - Teacher Educators
Page 1/21 208 items
This paper describes the experiences of a literacy teacher educator, who learned computer programming and also learned to bridge her understandings of teaching English to teaching a critical literacy of code. The author concludes that bridging critical literacies of English and computer code has potential to foster greater civic participation and agency.
Updated: Dec. 05, 2018
The Bricks and Mortar of our Foundation for Faculty Development: Book-Study within a Self-Study Professional Learning Community
This paper explores the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. The authors' experiences demonstrate how self-study research, undertaken within the context of a professional learning community engaged in book-study. Their experiences hold the potential to enhance teacher educators’ understandings, foster collaboration, and provide a catalyst for meaningful observations about their practices, students, and teacher education program. The authors highlight that this has altered some of their practices and their discourse with others.
Updated: Nov. 01, 2018
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018
Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators
This self-study had two purposes. First, the authors were interested to examine their own beliefs and belief structures, including how these beliefs influenced their instructional practices. Second, the authors were interested to explore possible commonalities across their personal findings that could be identified as fundamental beliefs for all mathematics teacher educators that in turn might serve as tools for others’ growth. The authors identified four common fundamental beliefs about mathematics teacher education which they shared and which were instrumental in further examination of their own beliefs and practices: (1) mathematics is problematic and generated through sense-making; (2) a community of learners enhances learning; (3) mathematics teacher educators need to be explicitly aware of the learner in different contexts; and (4) teaching is complex at all levels.
Updated: Sep. 05, 2018
Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana
This study examines eight teacher educators’ practice and vision of good teaching of primary mathematics. The author concludes that it is clear that teacher educators’ practice and vision of good teaching play a critical role in shaping learning opportunities of pre-service teachers and teacher education reform will not succeed without reforming the way teacher educators learn to teach pre-service teachers.
Updated: Jul. 15, 2018
The present study explores teacher educators' talk about student learning (TASL) in community in order to understand its characteristics and functions for professional development of this distinct population. The findings revealed three genres of discourse: managing understanding, advisory talk, meta-analytic talk. The authors also found three functions: awareness of the connection between teaching and learning is one such function, promoting an inquiry stance, and developing awareness of teacher educators’ own learning.
Updated: Jul. 10, 2018
This study examined how collaboration between teacher educators and leaders and teachers can promote development in teacher education, in school and in the collaboration site in school where both parties meet. The findings show that school-based development is a positive form of continuing the professional development of teachers. The author also found that both structure and culture can lay the foundation for and should interact with each other to foster professional development in school and thus lead to a developing organisation. Furthermore, the study reveals that the teacher-TE does not have a model for how teacher educators can collaborate with teachers and leaders in school or how they can collaborate at their institution to develop their work in school and research.
Updated: Jun. 12, 2018
Teacher Educators' Collective Professional Agency and Identity - Transforming Marginality to Strength
This article examined teacher educators' collective professional agency and identity within an identity coaching programe. This article illustrates how collective agency and identity are closely intertwined. The authors argue that it appears that a shared understanding of collective identity directs collective agency. In addition, the study reveals the importance of agency in negotiating new kinds of crystallized collective identity. Through strengthened collective agency, the participants were able to give a new meaning to themselves as a professional group within the department, deserving of respect. In conclusion, this study suggests that when one is seeking to understand collective identity and agency in professional contexts, it is important to address people's own individual narratives and learning pathways. Hence, this research emphasizes that in supporting collective identity and agency among professionals, it is pivotal to create shared learning platforms and processes that will allow the professionals to encounter each other, and to discuss issues concerning continuous changes, work, and professional identities.
Updated: May. 31, 2018
This study aimed to investigate teacher educators’ in-action mental model (IAMM) regarding student teachers’ minds and learning. The authors investigated the same teacher educators in two teaching contexts: (1) teaching an academic course about pedagogy in college; and (2) in the post-lesson feedback sessions that took place while they were supervising student teachers in elementary schools. The authors found that when the teacher educators taught an academic course, they had the same IAMM of the mind and learning as teachers who teach children in elementary and high school. The authors argue that this finding indicates the generality of the IAMM. The authors also found that the general IAMM has limitations. The findings in this study point to the contextual nature of IAMM.
Updated: May. 17, 2018
Initial Science Teacher Education in Portugal: The Thoughts of Teacher Educators About the Effects of the Bologna Process
The purpose of this article was to examine how science teacher educators perceived the changes that took place in the formal way of educating junior school and high school science teachers, due to the implementation of the Bologna process guidelines. The findings reveal that participants are not concerned with the change in the type of degree required for teaching. However, they stated that they are concerned about the teaching practice and the science to be taught components. They believe that these components should be strengthened in the post-Bologna masters in teaching. The authors argue that the changes were introduced in Portuguese educational laws. These changes were proved to be consistent with the participants' opinions.
Updated: Apr. 10, 2018