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1.
It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed. 相似文献
2.
Melissa Newberry 《Studying Teacher Education》2014,10(2):163-178
The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to the collegiate level as teacher educators. This auto-ethnography considers the professional identity formation of a nontraditional teacher educator, one whose professional career did not include a career as a public school teacher. Although there are common influences on professional development between the traditional and nontraditional teacher educator, such as biography, institutional contexts, and personal pedagogy, there are significant differences in the process as those influences are experienced. This research proposes an extended process for nontraditional teacher educators, including the search for legitimacy and belonging in the community of educators. 相似文献
3.
In order to corroborate and grow teacher educator knowledge (TEK) scholarship, this paper describes an in-depth-focused exploration of a group of teacher educators providing professional development. Our grounded data analysis allowed us to define different major elements, sub-elements, and components that comprise TEK, as well as make explicit how the use of this knowledge—in the context of teaching professional development—draws upon multiple components at any given moment. These findings hold implications for TEK scholarship and practice. Specific to scholarly efforts, while current models for TEK are useful for explicating common understandings amongst the research community, the most functional representations should be fluid and dynamic, in part by balancing both breadth and depth in their scope. Specific to the development of teacher educators, teacher educator preparation should recognize, emphasize, and develop future teacher educators’ layered understandings (i.e. knowledge of students and teachers) and robust knowledge of contexts. 相似文献
4.
ABSTRACTThe purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity development trajectories, namely, learning to be both professional educator and subject teaching expert，learning to be subject teaching expert, and navigating to balance between educator and subject teacher. This study also investigated the factors that influence identity development trajectories of teachers and develops a conceptual framework for understanding teacher identity development in China. The framework shows that Chinese teachers’ exertion of their individual agency is embedded in the institutional context. Meanwhile, interpersonal relationships can work as a buffer to alleviate the tension between the institution and individual teachers. The study also shows the ways in which Chinese teachers’ exert their agency when developing their identities. The findings have significant implications for teacher education in terms of how to develop positive teacher identity over the course of a teacher’s career. 相似文献
5.
The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators (SBTEs) in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these SBTEs. Possible impacts on student-teachers’ learning and implications for the development of high-quality teacher education are examined. 相似文献
6.
This collaborative self-study details the experiences of an Australian teacher educator and a Canadian teacher educator, who led teacher candidates on international practicum placements to the Cook Islands and Kenya respectively. Focusing on critical incidents, they collaboratively analyzed dilemmas that occurred when providing professional development sessions for local teachers during these placements. These dilemmas required the teacher educators to think deeply about their beliefs and practices in these contexts. Findings from the study included the teacher educator’s tendency to make assumptions about good teaching and learning practices that were reflective of their personal pedagogical values and beliefs; their discomfort with their perceptions of some neo‐colonial practices within these international practicum sites and uncertainty about how to navigate the resultant tensions; and, the need to view the work of teacher educators though a new cultural lens when working in transnational contexts. Implications for teacher educators working with local hosting teachers during international placements include the need to understand and acknowledge the complexity of this dimension of teacher educators’ work, and for teacher educators to engage in parallel learning journeys with the teacher candidates they accompany. This involves critically reflecting on the experiences, assumptions, and beliefs that they bring to their new contexts, as well as adopting a global perspective and a deep consciousness of how one is perceived by others who are culturally, racially, or linguistically different. 相似文献
7.
Mahsa Izadinia 《欧洲师范教育杂志》2014,37(4):426-441
Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is provided. Fifty-two research papers were analysed to identify challenges and tensions teacher educators experience during their induction, factors which influence the development of their professional identity, and the features that induction programmes should have. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development. Key features of academic induction were identified as acting as a learning community, cultivating supportive and professional relationships, encouraging self-enquiry and research and involving teacher educators in reflective activities. 相似文献
8.
Wendy Hastings 《Teachers and Teaching》2013,19(2):135-148
The paper reports some of the findings of a qualitative case study that examined the perceptions of the role of cooperating teachers as they supported pre‐service teacher colleagues. The study revealed a number of significant issues related to professional learning and teachers’ ‘ways of knowing’. One of the most significant results to emerge was the emotional dimension of the role of the cooperating teachers. Previous studies related to education per se have identified an ‘emotional dimension’ for the students and teachers, respectively. However, there has been limited research that identifies this important aspect of pre‐service teacher education programmes for the school‐based teacher educator. This paper explores issues related to the emotional intensity of the role through the ‘voices’ of the cooperating teachers as they describe the roller‐coaster ride of emotions that the practicum generates. Discussion will address the implications of such findings in light of the increasing demands of teachers’ work and the complexity of their workplace. 相似文献
9.
论凯兴斯泰纳的教师观及其现实意义 总被引：1，自引：0，他引：1
凯兴斯泰纳是德国著名教育家,公民教育和劳作教育思想是其教育思想的核心,然而其教育思想中的教师观却一直没有引起人们关注.凯兴斯泰纳教师观的主要内容有:知识不能成为评价一个人是否是教师的惟一标准,一个仅仅具有一些理论知识的人不能称之为一个真正的教师,判断一个教师是否合格更应该从实践的角度,教师应该是一个"实践的教育者";教师应具有爱的倾向与热情、教育机智、对个性诊断的能力、人格影响力等素质.凯兴斯泰纳的教育思想具有很强的现实意义. 相似文献
10.
Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority 总被引：1，自引：0，他引：1
The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap. 相似文献
11.
Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the Program for Excellence in Teaching at a teachers’ college in Jerusalem, Israel, revealing another conflict. In determining their professional identity, beginning teachers face a dilemma between two sub-identities: the teacher as a subject matter and didactic expert and the teacher as a homeroom educator. We characterize these two sub-identities and analyze their implications for teacher training programs. 相似文献
12.
This study revolves around an organically lived online community of Chinese elementary teachers. The teachers shared their reflective journals and engaged in conversations with the facilitators and also with their peers. Following one participant’s postings over a span of thirteen months helped the research team to narratively explore how the teacher, through reflections and interactions with his other fellow community members, refined his personal practical knowledge and cultivated his best-loved self as a teacher-principal in a rural school in China that lacked learning resources. Highlighted in the discussions are how the participant integrated his personal being with his professional being and eventually became the teacher he wanted to be. This research study adds to the literature about teachers as agents of change. This knowledge contribution, among others related to technology, shows how professional development and the development of teacher identity can be promoted in online teacher knowledge communities. Implications for teacher education are also discussed. 相似文献
13.
Chunmei Yan 《Educational Action Research》2017,25(5):704-719
In contrast with its high level of popularity in both research and practice for in-service teacher development, teacher research has received much less attention in pre-service language teacher education as a reflective learning approach, particularly in China’s context. Action research, as a major form of teacher research, has rarely been employed by teacher educators. This action research study undertaken by a teacher educator aimed to address this dual gap by examining the effect of collaborative research experience undertaken by a cohort of English as a foreign language pre-service teachers in China. Triangulated research methods were employed to gather two sets of data respectively reflecting the student-teachers’ views of their collaborative research and the teacher educator’s perceptions of the action research. It was found that both groups highly endorsed their research experience. Meanwhile, issues also arose in terms of the sustainability of such research experiences for both groups. The study highlights the necessity of incorporating collaborative student-teacher research and teacher educators’ action research into pre-service teacher education programmes, which entails the need to transform the existing foundationalist teacher education paradigm into a post-foundationalist paradigm, and to recognize teacher educators’ action research on pertinent issues in teacher education. 相似文献
14.
学科教学论教师是专业的教师教育者,是生产和传播教师教育知识的学术人.在教师教育大学化过程中,学科教学论教师的专业发展受到普通大学教师学术范式的影响,注重探究理论,轻视教学实践.教师教育的科学发展呼唤学科教学论教师的专业身份回归教师教育者本位. 相似文献
15.
While decades of research have documented the socialization of inservice physical education teachers, the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. We used self-study of teacher education practices to understand the experiences of Kevin, a beginning physical education teacher educator in a visiting assistant professor position at Northern Illinois University. Kevin’s experiences differ from those of many other teacher educators as he had not taught in school settings before moving into higher education. He did, however, have a strong background in higher education pedagogy through work in a center for teaching and learning. Data were collected through journaling, documents and artifacts, and exit slips, feedback forms, and focus group interviews completed by Kevin’s students. Qualitative data analyses resulted in the construction of three first-order themes: (1) developing appropriate pedagogy, (2) developing and maintaining relationships with students, and (3) managing an identity as a teacher educator. Kevin’s journey was non-linear and marked by both successes and challenges, but at the end of the year he felt that he had grown as a teacher educator. Further, while Kevin’s youth and lack of teaching experience influenced his teacher education practice, it was not always negative and he found ways to compensate for what he lacked in direct teaching experience. Results are discussed with reference to Kevin’s socialization and future directions for research are provided. 相似文献
16.
David Dillon 《Studying Teacher Education》2017,13(2):145-164
AbstractThis self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching. 相似文献
17.
论教师教育者的专业发展 总被引：1，自引：0，他引：1
教师的成长是一种特殊的专业发展过程。对此人们也已形成共识。由此看来作为教师的教师——教师教育者,在逻辑上分析,应当接受过与教师职业相关而特殊的专业教育,并经历特殊的专业发展过程。教师教育者要能够帮助和促进教师的专业发展,教师教育者自身的专业发展是不可或缺的。 相似文献
18.
Teacher educators modelling their teachers? 总被引：1，自引：1，他引：0
Greetje Timmerman 《欧洲师范教育杂志》2009,32(3):225-238
The teacher educator is always also a teacher, and as a role model may have an important impact on student teachers’ views on teaching. However, what is the impact of these teacher educator’s own role models on their teaching views and practices? Do teacher educators simply imitate the positive role models and reject the bad? It is already clear that teachers and teacher educators learn more than how to play a role from their role models. Becoming a teacher or a teacher educator is a long‐term process of developing a professional identity, with role models being just one of the contributing factors. This study of 13 teacher educators addresses the impact of schoolteacher role models as part of the socialisation process of becoming a teacher. 相似文献
19.
In this collaborative self-study, two teacher educators examine their experiences of working in new international contexts and the impact of those experiences on their professional learning and identities. Mandi moved from a major research university in one country to another, while Judy co-led a group of pre-service teachers on an international practicum for three weeks each year for three years. Using the concept of boundary crossing as a theoretical and analytical framework, each teacher educator identified a boundary-related critical incident or experience that occurred during her work in new international contexts. Through individual and collaborative analysis of their critical incidents, they found that working as a teacher educator in new international contexts involves the crossing and re-crossing of multiple personal, professional, linguistic and cultural boundaries. Working in these boundary spaces involved learning how to negotiate new kinds of relationships with colleagues and students, manage changed roles and responsibilities and, ultimately, a search for a renewed sense of self, as each sought to understand herself differently within a new professional context. 相似文献
20.
Miriam Hirsch 《Journal of Jewish Education》2017,83(4):367-392
This article is based upon a qualitative research study that examined 95 school stories written by Jewish female teacher candidates in an undergraduate education course. Many candidates wrote inspirational or humorous stories about growth and development or a special teacher. However, over one third of the narratives described painful Jewish day schooling episodes with insensitive teachers, stinging rebukes, or public shaming. The findings argue for the enhancement of Jewish educator preparation with attention to professionalization of classroom management and interrogation of assumptions from schooling biographies. This study challenges teacher educators in the liminal space of educator preparation as teacher candidates shift from personal lived schooling experience into professional practice. 相似文献