Search results for: Teacher educators
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Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands
This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and teaching are the main areas for on-the-job learning. Most teacher educators have positive attitudes towards research, are active researchers and contribute to teaching. However, they believe their respective institutes are not sufficiently appreciative of teaching, given that institutes do not prioritise practice-oriented research, nor align their policies with research findings. While socially coherent and idealistic attitudes are present among teacher educators, they are predominantly responsive to institutes’ perceived individualistic and pragmatic expectations. Such expectations include contribution to their institutes’ academic status through their academic publications.
Updated: Dec. 08, 2021
Caring, Sharing and Giving without any Hesitation: Teacher Educators’ Perceptions and Practices of Citizenship Education at Sultan Qaboos University in Oman
The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. The study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.
Updated: Nov. 02, 2021
Four reasons for becoming a teacher educator: A large-scale study on teacher educators’ motives and well-being
The authors developed a new survey instrument to investigate teacher educators’ motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, they identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ‘push’ factor associated with emotional exhaustion in teachers, career aspirations represent a ‘pull’ factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators.
Updated: Oct. 20, 2021
What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic
This self-study explores the experiences and challenges that the authors as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what their children experienced through remote learning and how they tried to support their learning, they reflect on their former school experiences and their teacher education practices. To do this, they address the following two research questions: (1) What were their children’s experiences in remote learning during the pandemic?; and (2) What were their experiences as mothers and teacher educators in supporting their children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, they collected stories of their experiences as mothers and teacher educators during their children’s remote learning. Their data were collected through participant observations, field notes, and artifacts that their children created, as well as learning materials received from their teachers and schools during the period. In addition, they recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
Updated: Oct. 07, 2021
This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, the authors employed both a critical and meta-critical friend to rigorously develop and interrogate themes and interpretations. Findings revealed that decisions to ‘invest’ in any particular learning context did not merely constitute an intellectual commitment. Rather embodied emotional responses to persons, ideologies, and environments challenged her to make sense of her place in emotional geographies. Her decision-making process involved moving toward investing in learning or presenting a more superficial performance. These decisions depended, in part, on her deliberations of whether the emotional geographies provided opportunities that she perceived would ‘build her’ or ‘break her.’ The authors assert that learning actively requires students to make decisions about their position, identity and belonging within educational relationships. Attending to embodied emotional work in classroom learning is often understudied, and yet is relevant to issues of power and equity with teacher education. This self-study offers teacher educators and researchers a glimpse into the benefits of a teacher candidate initiating and conducting a self-study and suggests that this could be a fruitful area to pursue methodologically. This research contributes a deeper understanding of such emotional work and how self-study involving teacher candidates can be used as a source of knowledge in teacher preparation programs.
Updated: Oct. 06, 2021
Leading a Professional Learning Community for teacher educators: inquiry into college principals’ motives and challenges
The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature.
Updated: Sep. 15, 2021
Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half (n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.
Updated: Sep. 03, 2021
Teacher educators’ task perception and its relationship to professional identity and teaching practice
The authors assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity.
Updated: Sep. 03, 2021
Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
This article reports on a mixed-methods study investigating teacher educators’ views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or English as an Additional Language (EAL) teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education.
Updated: Jul. 27, 2021
Developing (as) Critically Reflective Practitioners: Linking Preservice Teacher and Teacher Educator Development
This article describes a U.S. based multi-year study focused on understanding how a critical reflective practice informs the identities and practices of two teacher educators and a group of preservice teachers. Using a self-study methodology, the authors have examined the processes and practices of their own identity development, alongside that of their preservice teachers. Using a framework as a tool for reflection, they posited a series of questions as a prompt for collaborative reflective writing. In their analysis of these written reflections, they discovered a process of becoming more reflective and expansive through writing, explicitly identifying the contextual factors at play in their personal development as educators. In addition, they found that this method of self-study became a space for transformational learning, where educators could share, be vulnerable, take risks but also care for one another in the process. The findings from this study highlight the importance of careful, critical reflection when supporting new educators.
Updated: Jul. 20, 2021