Search results for: Teacher educators
Page 1/46 454 items
Understanding university-based teacher educators’ boundary crossing experiences: voices from Hong Kong
This qualitative multi-case study explores a group of university-based language teacher educators’ boundary crossing experiences in Hong Kong. Informed by a conceptual framework on boundary crossing and drawing on data from in-depth interviews and field observations, the findings reveal the opportunities and challenges embedded in teacher educators’ boundary crossing between university and schools, between the teacher education and academic community, and between local and external contexts. The study contributes new knowledge to our understanding of teacher educators’ boundary crossing through two different forms, i.e., horizontal and hierarchical, as they navigate sociocultural differences between various communities. The paper concludes with practical implications on how to promote teacher educators’ continuing development in university settings.
Updated: Oct. 23, 2020
This paper reports phenomenographic research focused on studying the conceptions of modeling held by teacher educators. Data were collected through semi-structured interviews conducted face-to-face with twenty-four teacher educators working in three Chilean primary school teacher education programs. The analysis identified four categories of description, ranging from modeling as teaching pedagogical activities to modeling as developing teaching linked to the school classroom. Besides, four dimensions of variation were found, providing a more accurate picture of this teaching practice. The author recommends continuing the study on this topic for improving the teaching practices enacted by teacher educators.
Updated: Oct. 20, 2020
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom.
Updated: Sep. 24, 2020
This article offers a first look at teacher educators’ (N = 336) perceptions of their technology competencies based on the Teacher Educator Technology Competencies (TETCs; Foulger, Graziano, Schmidt-Crawford, & Slykhuis, 2017). The participants generally rated their competence levels highly in relation to the TETCs. Although many participants reported that the TETCs adequately reflected the competencies required of them, they suggested various additions and changes to the TETCs. This mixed-method study advances understanding of teacher educators’ perceptions of the importance of various competences to their work and offers feedback from the field regarding which competencies might be missing from the TETCs.
Updated: Sep. 23, 2020
From Approximations of Practice to Transformative Possibilities: Using Theatre of the Oppressed as Rehearsals for Facilitating Critical Teacher Education
Rehearsals and other approximations of practice are often touted as effective pedagogies for preparing teachers to reproduce/replicate practices deemed universally beneficial. However, scholars have noted that reproducing practices across contexts risks undermining equity and justice. This article reports on a three-year project that examined the potential of Boalian Theater and Freirean culture circles to facilitate learning among justice-oriented teacher educators. Using an ethnographic approach, the article shows how, guided by these critical pedagogies, rehearsals can facilitate transformational learning by re-imagining responses to dilemmas of practice in equity-oriented and contextually sensitive ways.
Updated: Sep. 21, 2020
Developing Teacher Leaders: The Case of a Hybrid Teacher Educator in a Professional Development School Context
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of ‘Sofia” examined how a reassigned classroom teacher was transformed from her four-year experience as a hybrid teacher educator in an exemplary professional development school (PDS). The findings identified four transformations: (1) deepening reflection, (2) preserving relationships, (3) prioritizing students, and (4) distributing leadership. This study has implications for clinically-based teacher education suggesting that hybrid teacher educator roles in PDSs have powerful transformative qualities and the potential for developing teacher leaders.
Updated: Sep. 14, 2020
The purpose of the study was to investigate school-based teacher educators’ teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils’ cognitive development, whilst their perceptions about supporting pupils’ social development were vague. Teachers were unaware of what exactly universities expected of them as supervisors, and believed that providing teaching models for student teachers as a main supervisory goal. It is necessary to offer options to encourage cooperation between teachers and universities and maintain supervisors’ professional development.
Updated: Aug. 09, 2020
‘Do you mean besides researching and studying?’ Finnish teacher educators’ views on their professional development
Professional development of teacher educators has not been researched very much in Finland, although interest in teacher educators has started to increase globally in recent decades. This study investigates 15 Finnish teacher educators’ views on their professional development. The results indicate that research plays a significant role in the Finnish teacher educators’ conceptions. They considered research to be an integral part of their work, as it is part of their assigned tasks. This differs from many countries, where researching and high-quality scientific contribution is not necessarily a big part of teacher educators’ work. These teacher educators also viewed research as a means to develop professionally, both through producing and consuming research. Formal professional development, such as professional development courses, did not play a significant role for these teacher educators, though studying either by reading research or participating in free-time education seemed to be more important. The results also indicate that Finnish teacher educators are under pressure to produce high-quality research and to advance in their careers. This is due to business ideology in leadership, i.e. management by results in the Finnish university sector.
Updated: Jul. 29, 2020
The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.
Updated: Jul. 28, 2020
edTPA (Educative Teacher Performance Assessment) is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, the authors focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, they survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. They interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. They find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Updated: Jul. 21, 2020