Search results for: White Elizabeth
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This article examines the perceptions of experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case-study approach. The findings reveal that each teacher was able to identify the impact of leading professional development has on their professional skills. Furthermore, this new role has changed the way that they view themselves as teachers, and their practice as teachers. In conclusion, this research advocates the provision of opportunities for new teacher educators to be involved with other teacher educators, including those more experienced, to explore together their professional knowledge, practice and identity.
Updated: Sep. 19, 2016
Exploring The Professional Development Needs of New Teacher Educators Situated Solely in School: Pedagogical Knowledge and Professional Identity
This article investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student-teachers through a case-study approach. The findings reveal a number of professional development needs of new teacher educators situated solely in school, some similar with those situated in higher educational institutions, including fostering an understanding that modelling needs to be made explicit to student-teachers. This has important implications with the introduction of Teaching Schools with responsibilities for educating student-teachers in England.
Updated: Sep. 04, 2016
In this article, the authors suggest that current, ongoing changes in the nature and expectations of the university are causing the individuals who work in a UK School of Education to reconsider their identity. The paper proposes the formation of this identity to be a dynamic, career-long process. Diverse scaffolds for the development process are proposed, including opportunities for new teacher educators to be apprenticed into an academic role, the centrality of communities of practice and the importance of the supported development of academic skills.
Updated: Jun. 29, 2016
This article describes the experiences of a new teacher educator in a Graduate Teacher Programme in UK university. The author has examined some of her beliefs about teaching, in order to establish her own professional identity.
Updated: Nov. 14, 2012