Section archive - Teacher Educators
Page 1/22 217 items
‘Do you mean besides researching and studying?’ Finnish teacher educators’ views on their professional development
Professional development of teacher educators has not been researched very much in Finland, although interest in teacher educators has started to increase globally in recent decades. This study investigates 15 Finnish teacher educators’ views on their professional development. The results indicate that research plays a significant role in the Finnish teacher educators’ conceptions. They considered research to be an integral part of their work, as it is part of their assigned tasks. This differs from many countries, where researching and high-quality scientific contribution is not necessarily a big part of teacher educators’ work. These teacher educators also viewed research as a means to develop professionally, both through producing and consuming research. Formal professional development, such as professional development courses, did not play a significant role for these teacher educators, though studying either by reading research or participating in free-time education seemed to be more important. The results also indicate that Finnish teacher educators are under pressure to produce high-quality research and to advance in their careers. This is due to business ideology in leadership, i.e. management by results in the Finnish university sector.
Updated: Jul. 29, 2020
Developing research-informed practice in initial teacher education through school-university partnering
There is limited research investigating models of partnering between University and Schools in initial teacher education (ITE). This project investigated, over a 10 year period, how student teachers in an English University on a one year course, draw on theoretical models, introduced in university sessions, when planning for a ‘creative week’ placement in schools. Working within an interpretivist paradigm drawing on data from 52 student teachers, 10 teachers and 50 children this case study explored a model of teacher education provision. Findings illuminated factors that inhibited student teachers from planning engaging lessons, which challenged their learners, including poor relationships between stakeholders, misunderstandings of the purpose of the placement and under developed knowledge and understandings of how to successfully draw on theoretical models to enhance learning, together with the challenges of limited time during a one year course. Findings also uncovered the extent to which student teachers were ‘allowed’ by some teachers, but not by others, to take risks in their practice, and the impact this has on student teachers’ sense of autonomy and confidence. Implications of the research demonstrate how findings can impact on ITE course design and partnering models between University and schools.
Updated: Jul. 28, 2020
The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.
Updated: Jul. 28, 2020
edTPA (Educative Teacher Performance Assessment) is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, the authors focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, they survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. They interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. They find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Updated: Jul. 21, 2020
Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes
Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. The authors report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although the authors introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped them craft the definitions they present in their findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
Updated: Jun. 18, 2020
Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition
Grounded in the Self-Determination Theory, this study examines the relations between teacher educators’ experienced work pressure and opportunities for professional growth, their work related basic needs satisfaction (i.e. autonomy, competence and relatedness) and their researcherly disposition (i.e. being a smart consumer of research, being able to conduct research, conducting research and valuing research). A large-scale survey study was conducted, involving 944 teacher educators working within teaching-intensive teacher education institutions. The results of structural equation modelling (SEM)-analyses show that teacher educators’ opportunities for growth as well as the experienced work pressure are significantly related to the satisfaction of teacher educators’ basic psychological needs at work. In turn, positive relations were identified between the satisfaction of the basic psychological needs and teacher educators’ researcherly disposition.
Updated: Apr. 26, 2020
If teacher education is to be taken seriously, it must be research-based with teacher educators as active researchers and perceived as ‘public intellectuals’. This re-positioning of teacher education to be ‘research driven’ comes with pressure on teacher educators to focus on securing research funding and increase publication output. This expectation for research productivity competes with increasing calls for more relevant and imaginative teacher preparation programmes. To present the challenging contexts in which Irish teacher educators operate with respect to fulfilling both a teaching and research remit, this paper maps the changing higher education landscape, the regulation of teacher education along with a myriad of curricular reforms at primary and post-primary level. The paper then explores current teacher educators’ positioning in the Irish context as active users and producers of research through in-depth interviews with ten experienced teacher educators.
Updated: Apr. 23, 2020
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
Updated: Apr. 22, 2020
To date, though many studies have investigated how teachers and teacher educators in general develop their professional identities, scant attention has been paid to that complex process of “transnational” teacher educators. To begin to close this research gap, this collaborative autoethnographic study examines how the authors develop their teacher educator identities through teaching a diversity course in the United States as transnational teacher educators from China and South Korea. The findings reveal that their transnational backgrounds (e.g., speaking English as a second language and holding particular cultural beliefs) initially challenged their identity development, but their continuous teaching and learning within a supportive institutional context turned the marginality of their transnational backgrounds into professional assets. The research findings can extend our understanding of teacher educators’ identity development. The study also suggests practical implications for teacher education programs to create an inclusive and supportive professional community in which all teacher educators may grow.
Updated: Feb. 23, 2020
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