Section archive - Teacher Educators
Page 15/25 244 items
This article explains the authors' involvement in an urban in‐district master’s program with a mission that included developing a ‘critical praxis’ for all participants. Their students' resistance to the readings written by teacher researchers brought the authors to question their pedagogy. This analysis reminds teacher educators to look carefully for often hidden opportunities offered for deeper learning when multiple perspectives come into contact.
Updated: Oct. 21, 2013
The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Updated: Oct. 02, 2013
This article considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees.
Updated: Sep. 16, 2013
In this article, the author drew on his professional and personal history to explore some of the prominent features that have shaped his own teacher educator identity. The author concludes that despite the uncertain conditions for the development of professional identity in the field of teacher education, his relationships with his colleagues and his students have shaped his identity as teacher educator.
Updated: Sep. 11, 2013
This article describes an initiative, Becoming Teacher Educators (BTE). BTE is a community specifically designed for doctoral students whose career goal is to become teacher educators. The findings reveal a very high level of satisfaction from the members of BTE. Members frequently commented that the ongoing support from the community was the reason that they continued to learn, grow and share. In addition, the BTE community has provided members with additional educational and professional opportunities outside the basic requirements of their graduate programmes.
Updated: Sep. 10, 2013
In this article, the author presents reflections and guidance concerning assessment literacy in teacher education. The author argues that assessment literacy consists of an individual’s understandings of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. The author claims that accountability assessments have become the determiners of educator quality. Furthermore, the author argues that prospective teachers should understand educational assessment because of the potential of such testing to serve as a catalyst for improved instruction.
Updated: Aug. 25, 2013
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Updated: Jul. 01, 2013
Professional Development for Teacher Educators: Conflicts between Critical Reflection and Instructional-Based Strategies
The authors examine a professional development book club for teacher educators. The authors focused on understanding how teacher educators, participating in a professional development book club on English-language learners) ELL), explored their beliefs about language diversity and developed an awareness of how to best prepare future teachers for culturally and linguistically diverse schools. The authors found several overarching themes: the centrality of lived experiences, tensions within pedagogy development; and experiencing internal conflict throughout the process.
Updated: May. 29, 2013
This article describes the Noewegian teacher education context in which two new teacher educators, John and Karen, start work in a university. The article looks at the many roles they have to undertake in that work, and the explicit and implicit requirements they have to meet. Finally, the article examines some of the frustrations both John and Karen may face, many of which are shared by their more experienced peers, as members of the professional community of teacher educators.
Updated: Feb. 13, 2013
This article has explored how cultural, social and institutional factors impact on the working lives and identities of teacher educators in Scotland. The author found that four groups constitute the bulk of the academic staff populating the departments and schools of education in Scotland. These four distinctive groups include former college staff, longstanding university staff, newly appointed university staff, and temporary university staff. For each group, there is a range of factors that will have shaped their professional identity as well as a number of choices or decisions they have made that will also play a significant part.
Updated: Feb. 12, 2013