Section archive - Teacher Educators
Page 4/25 244 items
edTPA (Educative Teacher Performance Assessment) is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, the authors focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, they survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. They interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. They find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
Updated: Jul. 21, 2020
Mentoring as More Than “Cheerleading”: Looking at Educative Mentoring Practices Through Mentors’ Eyes
Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs. Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry. The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year. The authors report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work. Although the authors introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped them craft the definitions they present in their findings. The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
Updated: Jun. 18, 2020
Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition
Grounded in the Self-Determination Theory, this study examines the relations between teacher educators’ experienced work pressure and opportunities for professional growth, their work related basic needs satisfaction (i.e. autonomy, competence and relatedness) and their researcherly disposition (i.e. being a smart consumer of research, being able to conduct research, conducting research and valuing research). A large-scale survey study was conducted, involving 944 teacher educators working within teaching-intensive teacher education institutions. The results of structural equation modelling (SEM)-analyses show that teacher educators’ opportunities for growth as well as the experienced work pressure are significantly related to the satisfaction of teacher educators’ basic psychological needs at work. In turn, positive relations were identified between the satisfaction of the basic psychological needs and teacher educators’ researcherly disposition.
Updated: Apr. 26, 2020
If teacher education is to be taken seriously, it must be research-based with teacher educators as active researchers and perceived as ‘public intellectuals’. This re-positioning of teacher education to be ‘research driven’ comes with pressure on teacher educators to focus on securing research funding and increase publication output. This expectation for research productivity competes with increasing calls for more relevant and imaginative teacher preparation programmes. To present the challenging contexts in which Irish teacher educators operate with respect to fulfilling both a teaching and research remit, this paper maps the changing higher education landscape, the regulation of teacher education along with a myriad of curricular reforms at primary and post-primary level. The paper then explores current teacher educators’ positioning in the Irish context as active users and producers of research through in-depth interviews with ten experienced teacher educators.
Updated: Apr. 23, 2020
Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
Updated: Apr. 22, 2020
To date, though many studies have investigated how teachers and teacher educators in general develop their professional identities, scant attention has been paid to that complex process of “transnational” teacher educators. To begin to close this research gap, this collaborative autoethnographic study examines how the authors develop their teacher educator identities through teaching a diversity course in the United States as transnational teacher educators from China and South Korea. The findings reveal that their transnational backgrounds (e.g., speaking English as a second language and holding particular cultural beliefs) initially challenged their identity development, but their continuous teaching and learning within a supportive institutional context turned the marginality of their transnational backgrounds into professional assets. The research findings can extend our understanding of teacher educators’ identity development. The study also suggests practical implications for teacher education programs to create an inclusive and supportive professional community in which all teacher educators may grow.
Updated: Feb. 23, 2020
This paper describes the experiences of a literacy teacher educator, who learned computer programming and also learned to bridge her understandings of teaching English to teaching a critical literacy of code. The author concludes that bridging critical literacies of English and computer code has potential to foster greater civic participation and agency.
Updated: Dec. 05, 2018
The Bricks and Mortar of our Foundation for Faculty Development: Book-Study within a Self-Study Professional Learning Community
This paper explores the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. The authors' experiences demonstrate how self-study research, undertaken within the context of a professional learning community engaged in book-study. Their experiences hold the potential to enhance teacher educators’ understandings, foster collaboration, and provide a catalyst for meaningful observations about their practices, students, and teacher education program. The authors highlight that this has altered some of their practices and their discourse with others.
Updated: Nov. 01, 2018
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018
Examining Beliefs and Practices of Self and Others: Pivotal Points for Change and Growth for Mathematics Teacher Educators
This self-study had two purposes. First, the authors were interested to examine their own beliefs and belief structures, including how these beliefs influenced their instructional practices. Second, the authors were interested to explore possible commonalities across their personal findings that could be identified as fundamental beliefs for all mathematics teacher educators that in turn might serve as tools for others’ growth. The authors identified four common fundamental beliefs about mathematics teacher education which they shared and which were instrumental in further examination of their own beliefs and practices: (1) mathematics is problematic and generated through sense-making; (2) a community of learners enhances learning; (3) mathematics teacher educators need to be explicitly aware of the learner in different contexts; and (4) teaching is complex at all levels.
Updated: Sep. 05, 2018