International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Educators
Page 10/25
244 items
91
The purpose of this study was to identify preservice teachers’ attitudes regarding Twitter as an informal professional development tool during their internships. The results reveal that preservice teachers who followed a Twitter account as an informal professional development medium during internship viewed the experience as helpful, particularly with respect to learning about new classroom resources, classroom strategies, and classroom technologies. More
Published: 2014
Updated: Apr. 20, 2016
92
This study focuses on the learning outcomes and professional development goals formulated by teacher educators who took part a professional development programme while putting together their registration portfolio. Findings were compared with those of a study on the first cohort in 2002, without the support of a professional development programme. The authors conclude that research shows that important aspects of the professional development of teacher educators are a clear frame of reference, attention for the important roles of teacher of teachers and teacher–researcher, inquiry-driven learning in a diverse community of teacher educators, interaction with practice, and inquiry into one’s own practice. More
Published: 2015
Updated: Apr. 13, 2016
93
This paper describes some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices.
Published: 2014
Updated: Mar. 29, 2016
94
This article examines the teacher educator’s role in promoting resilience within new teachers in the light of tensions between what is healthy and sustainable for individual teachers vs. the institutions in which they work. The article concludes with specific recommendations for those in the international teacher education community. These recommendations include innovating university school partnerships to directly link individual and institutional well-being; structured opportunities for ‘mindfulness-based’ training; providing opportunities for candidates to analyse ‘cases’ of teaching from a macro-micro perspective; and learning how to take a professional stance. More
Published: 2014
Updated: Mar. 14, 2016
95
This study examined the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. The findings show that significant differences were found between school-based and university-based teacher educators. While most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. More
Published: 2015
Updated: Feb. 23, 2016
96
The present paper reports on the results of a research project in which 18 teacher educators in three countries—Australia, The Netherlands, and United Kingdom—were interviewed about their experiences of working in the so-called “third space” between schools and universities, particularly in relation to the practicum, or field supervision. This research examined how university-based teacher educators manage the challenges inherent in working with mentor/cooperating teachers after having been or when still practicing as teachers in schools. More
Published: 2014
Updated: Jan. 27, 2016
97
This paper reports on a qualitative study that investigated the identity construction experiences of one group of beginning English language teacher educators in Hong Kong. Drawing upon a theoretical framework that incorporates both identity- in-practice and identity-in-discourse, a narrative approach was adopted to examine participants’ identity trajectory as they crossed multiple boundaries from language learners, to language teachers, to language teacher educators. The study suggests that the challenges teacher educators faced at different stages of their professional identity construction reflected the negotiation of past experiences, future ideals, competency, agency, and marginalization. More
Published: 2013
Updated: Jan. 27, 2016
98
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities. More
Published: 2014
Updated: Jan. 13, 2016
99
The present study investigates the interaction between transformative processes in which a group of teacher educators became a professional development community (PDC) and the individual progress of these instructors through the professional development course on the topic of thinking education. Findings show that both breaking of isolation in the group and talk about student learning were essential in promoting individual progression toward change that entailed developing awareness of the possibility of infusing thinking into college-level teaching and the development of dispositions to do so in their courses. More
Published: 2013
Updated: Dec. 29, 2015
100
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches. More
Published: 2013
Updated: Dec. 29, 2015