Teacher Educators (224 items)To section archive
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
This paper examines the practice of two novice teacher educators working as instructional coaches in a university-based teacher education program. Previous research suggests that the knowledge and skills required to be an effective teacher are distinct from those required to be an effective teacher educator. Yet novice teacher educators often receive minimal preparation. This qualitative study identifies dilemmas that novice coaches encounter during observation debrief conversations in order to inform coach training. The findings suggest that the process used by the researchers to surface dilemmas may also be a useful intervention in shaping the identity and practice of novice teacher educators.
Updated: Sep. 29, 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