Teacher Educators (204 items)To section archive
Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana
This study examines eight teacher educators’ practice and vision of good teaching of primary mathematics. The author concludes that it is clear that teacher educators’ practice and vision of good teaching play a critical role in shaping learning opportunities of pre-service teachers and teacher education reform will not succeed without reforming the way teacher educators learn to teach pre-service teachers.
Updated: Jul. 15, 2018
The present study explores teacher educators' talk about student learning (TASL) in community in order to understand its characteristics and functions for professional development of this distinct population. The findings revealed three genres of discourse: managing understanding, advisory talk, meta-analytic talk. The authors also found three functions: awareness of the connection between teaching and learning is one such function, promoting an inquiry stance, and developing awareness of teacher educators’ own learning.
Updated: Jul. 10, 2018
This study examined how collaboration between teacher educators and leaders and teachers can promote development in teacher education, in school and in the collaboration site in school where both parties meet. The findings show that school-based development is a positive form of continuing the professional development of teachers. The author also found that both structure and culture can lay the foundation for and should interact with each other to foster professional development in school and thus lead to a developing organisation. Furthermore, the study reveals that the teacher-TE does not have a model for how teacher educators can collaborate with teachers and leaders in school or how they can collaborate at their institution to develop their work in school and research.
Updated: Jun. 12, 2018
Teacher Educators' Collective Professional Agency and Identity - Transforming Marginality to Strength
This article examined teacher educators' collective professional agency and identity within an identity coaching programe. This article illustrates how collective agency and identity are closely intertwined. The authors argue that it appears that a shared understanding of collective identity directs collective agency. In addition, the study reveals the importance of agency in negotiating new kinds of crystallized collective identity. Through strengthened collective agency, the participants were able to give a new meaning to themselves as a professional group within the department, deserving of respect. In conclusion, this study suggests that when one is seeking to understand collective identity and agency in professional contexts, it is important to address people's own individual narratives and learning pathways. Hence, this research emphasizes that in supporting collective identity and agency among professionals, it is pivotal to create shared learning platforms and processes that will allow the professionals to encounter each other, and to discuss issues concerning continuous changes, work, and professional identities.
Updated: May. 31, 2018