Search results for: Griffiths Vivienne
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This article focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied.
Updated: Oct. 22, 2014
This paper focuses on the professional and academic development of teacher educators in relation to research. It draws on findings from a small-scale, comparative study of teacher educators in two higher education institutions in the south of England. Twelve interviews—with three teacher educators and three research mentors from each university—were carried out. The authors conclude that the need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. The authors argue that this aspect of teacher educators’ professional development requires as much attention as the pedagogical aspects of their role.
Updated: Apr. 06, 2010