Search results for: Swennen Anja
Page 1/1 6 items
The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Updated: Oct. 02, 2013
In this article the authors address the question: 'What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?' To answer the research question, the authors set out to analyze the research literature relating to teacher educators to search for ways in which such sub-identities might be explicitly or implicitly described. Based on the research literature the authors found four sub-identities that are available for teacher educators: schoolteacher, teacher in Higher Education, teacher of teachers (or second order teacher) and researcher.
Updated: Mar. 21, 2010
This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. This study aimed to answer the question, 'How do novice teacher educators experience their induction period?' Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The results of the interviews mirror the two levels of induction. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction).
Updated: Mar. 21, 2010
In this paper, the authors describe a small in-depth study, in which they attempted to establish whether teacher educators begin to teach more congruently when supported, and the factors influencing the occurrence or nonoccurrence of such congruent teaching. To do so, the authors organized a workshop on the subject. The authors found that a particularly important aspect of congruent teaching, i.e. the teacher educators’ ability to link their own teaching to theory, had improved.
Updated: Feb. 17, 2009
The development of the professional identity of two teacher educators in the context of Dutch teacher education
The article examines the question of development of professional identity of fice teacher educator from three generations. It explores the three youngest teacher educators on the topic of how these educators develop from teacher to teacher educators. The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally.
Updated: Sep. 11, 2008
The article examines modeling and its consequences on teachers educators' as far as practices of teachers studies. The article examines literature and multiple case-study on modeling. The study result is that there is a black spot in the body of knowledge on teacher education and the actual practice of many teacher educators/
Updated: Jul. 30, 2008