Section archive - Teacher Educators
Page 17/25 244 items
In this article, the authors examine the research activity of Saudi university teacher educators. Survey results collected from eighty-two teacher educators at a leading university in Saudi Arabia. The results pointed to modest levels of research activity and also suggested that these individuals held largely technical views of what research is.
Updated: Aug. 29, 2012
Critically-Oriented Pedagogical Tact: Learning about and through our Compulsions as Teacher Educators
The work of critical teacher education centers on making sure future teachers learn to be critically-oriented practitioners. In this article, the author asserts that this sort of learning must first begin with the critical teacher educators themselves, and that much of the most fruitful learning manifests itself in the teacher educator’s compulsions.
Updated: Jul. 30, 2012
Creating A “Third Space” in Student Teaching: Implications for the University Supervisor’s Status as Outsider
The work of teacher education during student teaching typically takes place in two distinct “spaces”: placement sites and college/university settings. University supervisors created a unique pedagogical space for student teachers. This space allowed student teachers to learn across different discourse communities. Yet this configuration led the university supervisors, whose work primarily took place in the field, to feel like “outsiders.” To redress this concern, a third learning space was incorporated into the authors' student teaching seminar.
Updated: Jun. 28, 2012
Features and Strategies of Supervisor Professional Community as a Means of Improving the Supervision of Preservice Teachers
This study addresses the problem of professional development for teacher education supervisors. It explores whether features associated with effective professional communities among K-12 teachers are relevant and sufficient for improving the practice of supervisors in teacher education programs.
Updated: Jun. 27, 2012
Establishing and Sustaining Teacher Educator Professional Development in a Self-Study Community of Practice: Pre-Tenure Teacher Educators Developing Professionally
This article outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars.
Updated: Jun. 26, 2012
The purpose of this article is to examine how teacher educators in Israel perceive current practices in teacher education. The authors designed a questionnaire to determine what teacher educators consider the basic components of teacher education and what they think about teacher education as practiced in their teaching institutions. The authors also asked them to provide metaphors that describe teacher education. Based on the findings, the authors claim that teacher educators in Israel generally believe in the importance of teacher education. The metaphorical level reveals tension between what exists and what is desired, representing a more pessimistic view.
Updated: Jun. 19, 2012
Confirming Chanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers
Interviews conducted study with dozens of preschool teachers in multiple U.S. cities, as part of Children Crossing Borders study, revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hence, the author argues that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom.
Updated: Apr. 18, 2012
The present paper describes the efforts of a group of teacher educators in a university education department in UK used action research to examine their research situation, and what conclusions they reached. Four major themes were identified in the researchers' analysis: benefits from their collaboration; greater understanding of themselves as researchers; broadened research perspectives; and barriers to their own research and how they might be surmounted. All the researchers realized that collaborative action research helped them to see their situations more clearly and they felt stronger as a result.
Updated: Apr. 02, 2012
In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.
Updated: Feb. 14, 2012
The purpose of this research is to explore the characteristics of university education department in the UK, which have achieved a high ranking in the UK government’s Research Assessment Exercise. The author aims to recast contemporary academia through the dystopian lens of a medieval feudal order.
Updated: Feb. 06, 2012