Search results for: Teacher educators
Page 1/46 457 items
Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo
The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.
Updated: Dec. 13, 2020
Across the globe, preparing the next generation of teachers is one of the most important tasks for higher education. In this article, the authors discuss the Teacher Preparation Initiative (TPI), a successful professional development framework designed to support teacher candidates as they enter their classrooms and also the faculty members who are working with them. This paper highlights four key components to this professional development programme: 1) practical, 2) aligned, (3) relationship-centred, and 4) current. The general framework of the partnership will be helpful for institutions whether or not they can be a part of the TPI, but are looking to build similar professional development opportunities for their education faculty members.
Updated: Nov. 30, 2020
The International Portal of Teacher Education was created by The MOFET Institute’s International Channel, and serves thousands of users. This academic content portal in the field of teaching and teacher education has existed on the web since 2008. It directs you to updates on research in teacher education and teaching and collects significant content in the field. By doing so helps you cope with information overload. We now offer a special webinar for teacher educators, researchers in education and teacher training, policy makers in education, K-12 teachers and more. For those who are not familiar with the Portal, we will introduce its content and the way it is processed and made accessible to our readers. For those who are already familiar with it, we will present ways to use the Portal as a platform for participation in a global professional community and for online publishing.
Updated: Nov. 17, 2020
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