Exploring The Professional Development Needs of New Teacher Educators Situated Solely in School: Pedagogical Knowledge and Professional Identity

Published: 
Jan. 15, 2013

Source: Professional Development in Education, Volume 39, Issue 1, 2013, Page 82-98

This article investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student-teachers through a case-study approach.

Semi-structured interviews, the reflective journals of these teachers and the evaluations of the days by the student-teachers were used as the data-gathering methods; the teachers involved were ‘conversational partners' in the research. Themes were recognised that characterised the developing perceptions and practices of these new teacher educators.

The findings reveal a number of professional development needs of new teacher educators situated solely in school, some similar with those situated in higher educational institutions, including fostering an understanding that modelling needs to be made explicit to student-teachers. This has important implications with the introduction of Teaching Schools with responsibilities for educating student-teachers in England.
 

Updated: Sep. 04, 2016
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