Teacher Educators (234 items)To section archive
What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic
This self-study explores the experiences and challenges that the authors as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what their children experienced through remote learning and how they tried to support their learning, they reflect on their former school experiences and their teacher education practices. To do this, they address the following two research questions: (1) What were their children’s experiences in remote learning during the pandemic?; and (2) What were their experiences as mothers and teacher educators in supporting their children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, they collected stories of their experiences as mothers and teacher educators during their children’s remote learning. Their data were collected through participant observations, field notes, and artifacts that their children created, as well as learning materials received from their teachers and schools during the period. In addition, they recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
Updated: Oct. 07, 2021
Leading a Professional Learning Community for teacher educators: inquiry into college principals’ motives and challenges
The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature.
Updated: Sep. 15, 2021
Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half (n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.
Updated: Sep. 03, 2021
Teacher educators’ task perception and its relationship to professional identity and teaching practice
The authors assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity.
Updated: Sep. 03, 2021