International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Educators
Page 5/25
244 items
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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. More
Published: 2017
Updated: Jul. 15, 2018
42
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. More
Published: 2016
Updated: Jul. 10, 2018
43
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. More
Published: 2016
Updated: Jun. 12, 2018
44
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. More
Published: 2017
Updated: May. 31, 2018
45
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. More
Published: 2012
Updated: May. 17, 2018
46
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. More
Published: 2016
Updated: Apr. 10, 2018
47
This study explores how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship between potential candidates and their goal of gaining an academic position. The present study reveals both similarities and differences with concurrent WoTE (Work of Teacher Education) investigations in UK, Australian and New Zealand contexts. The authors argue that Canadian education faculties appear to be preserving a commitment to the conceptualisation and enactment of teacher education as a distinctive field of research and teaching. They emphasize, however, recruiting and retaining new or senior teacher educators should be of significant concern for the public and for prospective teachers. More
Published: 2016
Updated: Mar. 25, 2018
48
This study explores the learning experiences of seven educators who participated in an authentic learning-based, fully online postgraduate certificate programme for teaching in higher education. The author concludes that the findings clearly underline the transformative value of stepping out of the comfort zone instead of accommodating for familiar and preferred ways of learning. The participants who endured through a difficult ‘climax’ in their learning journey described a powerful experience of professional growth. The author argues that the professional growth was caused by the advanced self-regulation skills that the participants demonstrated. The authors recommend on designing online learning environments that promote the development of self-regulation skills as well as strengthening the facilitation of collaborative learning. More
Published: 2016
Updated: Feb. 21, 2018
49
In this article, the authors aimed to explore their pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. The authors conclude that the collaborative self-study provided support and encouragement from a trusted colleague as well as a safe space to explore and reframe problematic aspects of practice. This self-study helped the authors to understand many conceptual similarities between the constructs of physical literacy and scientific literacy. More
Published: 2012
Updated: Feb. 21, 2018
50
In this paper, the authors illuminate aspects of career choice and conflict for teacher education students seeking initial Licensure. They also address foundational knowledge on career decision-making. The authors review studies to understand why people decide to pursue a career in teaching, despite the high turnover in this profession. The authors conclude that the literature reviewed indicates that direct career decision-making is either not being frequently conducted within teacher education programs or it is not seen as an important aspect of research. This paper argues that a teacher education program should be such an inviting and trustworthy place, where students can engage in quiet or in conversation to ensure that they are pursuing the career that is right for them. More
Published: 2011
Updated: Feb. 18, 2018