Section archive - Teacher Educators
Page 6/25 244 items
The purpose of this study was to understand the process through which a teacher becomes a teacher educator, considering all of the associated variables both personal and professional. The findings reveal that the majority of the participants indicated that they did not receive any kind of support with respect to their professional induction, especially during their early years as teacher educators. Additionally, the findings suggest that the teacher educator’s approach to teaching will be different especially if the teacher educator works simultaneously in a school and in a teacher education program. Hence, teacher educators who work both in a school and teacher education programs teach based on their practical experience as a school teacher.
Updated: Nov. 16, 2017
Fostering Teacher Educators’ Professional Development in Research and in Supervising Student Teachers’ Research
Teacher educators, who work at institutes for higher vocational education, should now engage in research. Hence, they suppose to become familiar with research knowledge and skills. Furthermore, they have to supervise student teachers in conducting research. This study explored whether and how different professional development activities for teacher educators contribute to the tasks set. The authors found that all activities influenced the participants’ opinions about practice-based research as a concept and about the need to add research as a new task within teacher education. Furthermore, it was found that all the participants claimed to have increased their knowledge about research developed a better understanding of research skills.
Updated: Nov. 01, 2017
This article examines how various aspects of the first author's identity, i.e. natural, institutional, discursive, and affinity, intersected during his first semester as teacher educator. The experience of the novice teacher educator revealed that his preoccupation with students’ perceptions of who he was as a teacher and as an individual prevented any substantial consideration of the kind of teacher educator he wanted to be. Given the insecurities often tied to this new professional identity, the authors argue that it is important to consider and negotiate the pedagogical and professional development of first-time teacher educators.The authors believe that an emphasis on community should be promoted in order to enhance the possibilities of teacher education. They say that novice teacher educators should be surrounded by like-minded individuals who function as both critical friends and a supportive community.
Updated: Oct. 01, 2017
This study aimed to create understandings across mathematics teacher educators' (MTEs) self-reports about the challenges they encountered and the resolutions they implemented when teaching mathematics methods courses through a lens of equity. The authors identified several self-reported challenges and resolutions that emerged from the data: loci of challenges, nature of challenges, and nature of resolusions.
Updated: Sep. 04, 2017
As a teacher educator, the author shares her experiences and positioning as an apprentice, academic and administrator. While she refers to each as a ‘phase’, she suggests each overlap at varying times throughout teacher educators' careers/life, particularly if they are lifelong learners and that an element of apprenticeship is present in all that they strive to do, although not everyone perhaps acknowledges and engages with apprenticeship as professional learning and learning about oneself.
Updated: Jul. 10, 2017
Understanding Higher Education-Based Teacher Educators’ Identities in Hong Kong: A Sociocultural Linguistic Perspective
This study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work.
Updated: Jul. 05, 2017
Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering
The authors argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke “pre-tense” conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations,the authorse portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research.
Updated: Jul. 05, 2017
The Work of the Teacher-educator in Australia: Reconstructing the “Superhero” Performer/Academic in an Audit Culture
This article draws on interview data with Deans/Heads of Schools of Education in the Australian context to explore the question: How is the teacher-educator produced as a category of academic worker? Using critical approaches to discourse analysis, it presents two interlocked storylines woven with varying emphasis through the interviews. First, the teacher-educator is produced as a superhero researcher and teacher, elevated by the expectations of the Excellence in Research for Australia audit/surveillance tools. Second, there is a concomitant struggle to reconcile pressure to research with commitment to meeting the needs of schooling systems, and to addressing the work of the teacher-educator in ethical terms.
Updated: Jul. 04, 2017
The purpose of this article is to review research carried out on, with and by physical education (PE) teacher educators over the last 25 years. It also aims to identify areas where research is lacking, in order to provide scholars with a useful context for the design and conduct of future scholarly inquiry on PE teacher educators. The authors found that the bias of English language publications notwithstanding, there has certainly been a much stronger focus on PE teacher educator research in the US than elsewhere. While a wealth of data has been collected on US PE teacher educators, a number of themes have received little attention elsewhere, such as the demographic make-up, biographies, careers, socialisation, or work roles of PE teacher educators beyond North America.
Updated: Jun. 19, 2017
Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Updated: Jun. 07, 2017