Search results for: Teacher educators
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Preparing prospective teachers for teaching: the practice of teacher educators’ academic advice provision to prospective teachers at a College of Teacher Education in Ethiopia
This paper reports the findings of a small-scale study that assessed the extent to which teacher educators’ academic advice provision to prospective teachers has been practiced. A questionnaire survey for 311 prospective teachers and an interview with 10 teacher educators and an Ex-Vice Dean at a College of Teacher Education in Ethiopia was administered. Also, the Grade Point Average of prospective teachers was taken from the registrar office of the college under study. Of the prospective teacher respondents, 54% reported not receiving academic advice from their teacher educators. In addition, the results of the interviews confirmed that teacher educators did not provide sufficient academic advice to prospective teachers for different reasons, such as the teacher educators’ lack of experience of providing academic advice, their inability to prepare a scheduled academic advice programme, and their workload. The study offers suggestions to help teacher educators and college administrators to improve the delivery of prospective teacher academic advice to enhance prospective teachers’ academic performance and thereby prepare them for teaching.
Updated: Aug. 11, 2022
It is the Shared Aims, Trust and Compassion that Allow People to Prosper: Teacher Educators´ Lifelong Learning in Competence-based Education
Teachers´ life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators´ commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators´ work.
Updated: Jul. 13, 2022
Who else is teaching the teachers? The subject discipline teacher educator in initial teacher education
In this study, the profile and practices of subject discipline teacher educators are examined, providing possibly the first investigation of this cadre of a teacher educator. The subject discipline teacher educator is a subject specialist involved in initial teacher education, for example, a physics lecturer teaching on an initial teacher education science course. The subject discipline teacher educators studied work in concurrent (post-primary) initial teacher education in Ireland. More than half of the teaching and learning experiences of student teachers on these courses happen within their subject discipline. Despite the considerable exposure of student teachers to subject discipline teacher educators, very little is known about this group. In a survey of 70 subject discipline teacher educators, several factors related to their profile and practices were analysed. The results indicate that subject discipline teacher educators are a distinctive group of teacher educators, committed to, and engaged in the practice of teacher education.
Updated: Jul. 11, 2022
Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented their emergency online lessons at the beginning of the pandemic. This study explores the topic by analyzing data from 31 mentor teachers surveyed about their teaching experiences between March and June 2020. The findings suggest that most of the mentor teachers defined similar priorities for creating equitable access to their instructional materials. Accordingly, the mentor teachers focused on increasing their students’ access to digital content, designing instruction that considered families’ capacity for support, and encouraging student engagement in online learning. These findings have implications for how teacher educators learn from mentor teachers’ experiences during this unprecedented period, and work to prepare preservice teachers for the challenges and complexities of online teaching—ultimately helping them develop the skills to adapt to future, unfamiliar teaching environments.
Updated: May. 11, 2022
Developing Teacher Educators’ Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study
Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators’ hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators’ critical reflections on their own practice and identity development. Data collection spanned teacher educators’ experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators’ sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed.
Updated: Apr. 28, 2022
A narrative inquiry of teacher educators’ professional agency, identity renegotiations, and emotional responses amid educational disruption
Employing a narrative inquiry, the study explored the way nine teacher educators responded temporally to the emotionally-laden challenges faced during the disruption to education caused by the COVID-19 pandemic, with a focus on their enactment of professional agency and renegotiation of their identities. Findings revealed seven conflicting themes located within personal, relational, and contextual spaces. Emotional experiences were further found to direct the dynamic forms of agency enacted, and consequently the consolidation or dismissal of renegotiated identities. The study concludes with the need to support teacher educators’ professional agency as a resource for transformative changes and innovations in teacher education.
Updated: Mar. 14, 2022
Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators
The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educators, and the subject positions constructed in them. Discourse theory analysis revealed six discourses on multicultural education, ranging from conservative to liberal and critical, with liberal discourses having the most articulations. Although Finnish teacher education has taken steps towards social justice, the results also highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education.
Updated: Mar. 13, 2022
Teacher leaders as teacher educators: recognising the ‘educator’ dimension of some teacher leaders’ practice
The functions of teacher leaders and teacher educators, what they do, are critical in teacher education. This article presents the seemingly unexamined concept that some teacher leaders’ practice includes a teacher educator dimension. Evidence that supports this claim is provided by exploring the interrelationship between teacher leader and teacher educator functions using a focused analysis of the literature and findings from qualitative research. This research investigated the impact of a professional development programme for primary science leaders. Data were collected from strategic-level informants, programme mentors and science leaders using interviews, questionnaires and a focus group. The findings are analysed to provide a critical overview of the participants’ views of the requirements for successful leadership and development of primary science and to illustrate how educator and leader functions are intertwined in science leaders’ activities. The article considers the implications of recognising the educator dimension of some teacher leaders’ practice and asserts that these implications extend beyond the primary science context of the research. Acknowledging the contribution made by ‘unrecognised’ teacher educators and enabling them to contribute to and gain from the professional knowledge of the teacher educator community has significant potential to enrich practice in teacher education internationally, nationally and locally.
Updated: Feb. 14, 2022
The preparation of novice teacher educators for critical, justice-oriented teacher education: A longitudinal exploration of formal study in the pedagogy of teacher education
There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice teacher educators learned 5 years after enrolment in a doctoral course, and how this learning shaped their teacher education practice over time. The analysis illuminates conceptual and practical tools as well as unanticipated learning that were salient for novice teacher educators’ learning and practice.
Updated: Jan. 12, 2022
Reflective movements in the professional development of teacher educators as supervisors of student research in higher education
Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, the authors developed such a vision and methodology and studied the development of 17 teacher educators as research supervisors during a programme that introduced this methodology. They questioned participants about affect, and understanding regarding their role as a student research supervisor, and their perception of their competences to perform that role. Results showed that teacher educators became more aware of their role, and became more critical about their own competencies. Growing awareness of the implications of their role as student research supervisors seemed to result in a lower self-efficacy regarding the performance of this role. Implications for the training of teacher educators are discussed.
Updated: Dec. 16, 2021