共查询到20条相似文献，搜索用时 109 毫秒
1.
Fer Boei Jurriën Dengerink Janneke Geursen Quinta Kools Bob Koster Mieke Lunenberg 《师资教育杂志》2015,41(4):351-368
This study reports on what 13 teacher educators going through a procedure to become registered as a teacher educator in 2011–2012 learned, what goals they formulated for their further professional development and what activities they planned to achieve these goals. The methods used in this study are mainly the same as were used at the time the first cohort went through the registration procedure in 2002. The 2012 cohort participated in a supportive programme, whereas the 2002 cohort did not. This enables a comparison of the results of both studies and thus some insight into the possible benefits of integrating a registration procedure with a supportive programme for the professional development of teacher educators. 相似文献
2.
Taking into account the pressing need to understand more about what teacher educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators’ professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators’ professional development is discussed. 相似文献
3.
This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors. 相似文献
4.
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise. 相似文献
5.
This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators. 相似文献
6.
In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation. 相似文献
7.
Gerry Czerniawski Donald Gray Ann MacPhail Yvonne Bain Paul Conway Ainat Guberman 《师资教育杂志》2018,44(2):133-148
Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts. 相似文献
8.
This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and dispositions as specifically professional. We suggest that these discourses help to shape the negotiations between economies of performance and ecologies of practice within which professionals operate. We argue that much of this work is implicit in the pedagogies and curriculum of programmes for adult educators and that there is a need for detailed empirical research on the pedagogies of professional development and practice in adult education. With moves in Europe to develop professional standards for adult educators we suggest that studying the rhetoric of professional development provides an opportunity to open some existing diverse practices to new forms of scrutiny. 相似文献
9.
Leah Shagrir 《Compare》2015,45(2):206-225
The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators. 相似文献
10.
Clare Kosnik Lydia Menna Pooja Dharamshi Cathy Miyata Yiola Cleovoulou Clive Beck 《师资教育杂志》2015,41(1):52-77
This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities. 相似文献
11.
Critical reflections of action research used for professional development in a Middle Eastern Gulf State 总被引：1，自引：1，他引：0
Alyson McGee 《Educational Action Research》2013,21(2):235-250
This article describes and critically reflects on an action research project used for professional development purposes in a Middle Eastern Gulf State. The aim of the project was to improve professional development experiences for a group of in‐service teacher educators, who were English as Second Language advisers. The initial discussion highlights different ideological and methodological approaches to action research and identifies core characteristics that were framed to evaluate the project. Second, the background to the local context is described followed by the action research project, the methodology and outcomes. Using an evaluative framework, the subsequent discussion describes the successes of this project. These include encouraging reflection in a collaborative environment, promoting a culture of learning and supporting the participant’s reconstruction of professional knowledge situated in practice. Finally, there is a critical reflection around a number of challenges, tensions and questions that emerged from the project, centred on the loss of core democratic values underpinning action research. These concerns highlight power relationships and the ownership and control of research, which become more apparent in mandatory situations and hierarchical contexts. 相似文献
12.
The environmental education (EE) field has encountered persistent challenges in fostering the integration of EE practices in public schools, a challenge that may be addressed through integration of EE with the Next Generation Science Standards (NGSS) in the United States. In addition to the potential for fostering EE, the integration of EE and NGSS may provide a unique set of conditions for understanding how and why teachers shift their practice to incorporate more EE in their classrooms. Using a mixed methodology research design, this study examines the outcomes and processes of a professional development institute that integrated NGSS and student-driven environmental stewardship. This study provides evidence that integrating NGSS Science and Engineering Practices with stewardship may help infuse EE into classrooms. The research also contributes to theoretical understanding of the processes by which professional development shapes teacher change within an organizational context. Specifically, teacher instructional change was predicated on a shift in their beliefs that stewardship was possible in a standards and accountability-based educational context. The requisite shift in beliefs came about through the expectations and supportive resources provided by the professional development, teacher observation of student engagement, and the justification NGSS integration provided for stewardship activities. 相似文献
13.
Melanie Peter 《Support for Learning》2013,28(3):122-132
With the rapidly changing demographic due to survival rates from medical advances, the need to strengthen training on SEND is now recognised, and special school placements valued, having been previously marginalised within initial teacher training. Practices developed since 2008 at one university to support progression of trainees to gain advanced and specialist skills in SEND were evaluated for effectiveness. This involved ten school mentors, 14 primary trainees on four‐week extended enrichment placements and three trainees with prior experience on final formally assessed seven‐week placements in special schools. This article presents the resulting consolidated developmental placement structures and a proposed compulsory one‐week model for trainees to gain core skills, underpinned by a shared understanding of trainee professional development needs and related support systems. Quality mentoring practices and sustaining trainees' emotional learning journey were integral to their developing pedagogical skills and understanding, so endorsing the debate for more humanistic approaches to teacher training. 相似文献
14.
This study explores trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. The model delineates passages traversed by teacher educators grappling with complexities and challenges of an engaging professional development experience in a communal context. All participants followed the same four staged trajectory though individuals were located at different points on the path. Findings lend support to the nonlinear view of professional development, illustrating Kinchin and Cabot’s (2010) paradigm of backwards and forwards movements along career paths. 相似文献
15.
Research and professional development of teacher educators 总被引：1，自引：1，他引：0
Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self‐study research) has made an enormous contribution to the professional development of the teacher educators involved. Many teacher educators, however, have neither the time nor the knowledge to systematically study their own practices. In the light of this situation, the authors of this article have tried to devise other research strategies to support the professional development of teacher educators. The three studies presented in this article can be described as research with teacher educators. In closing, and based on the reflection on the three studies, five characteristics of productive research with teacher educators are presented.
Au cours des dix dernières années, les formateurs d'enseignants ont commencé à étudier systématiquement les processus impliqués dans les efforts qu'ils déployaient pour perfectionner leurs pratiques de formation d'enseignants. Cette recherche (étude individuelle) effectuée par des formateurs d'enseignants montre qu'elle contribue énormément au perfectionnement professionnel des formateurs. Il convient de signaler toutefois que plusieurs formateurs ne disposent ni du temps ni des connaissances qui leur permettraient d'étudier leurs pratiques professionnelles de manière systématique. C'est dans le cadre de cette situation que les auteurs du présent article se sont efforcés de concevoir d'autres stratégies de recherche pour soutenir le perfectionnement professionnel des formateurs d'enseignants. Les trois études présentées dans l'article peuvent être décrites comme étant des recherches entreprises avec des formateurs d'enseignants. Pour conclure, cinq caractéristiques de recherche productive avec des formateurs sont développées à partir de la réflexion des trois études.
En la última década, los formadores de docentes han empezado a estudiar sistemáticamente los procesos implicados en sus esfuerzos por mejorar las prácticas de formación de docentes. Esta investigación realizada por los propios formadores de docentes (investigación de autoestudio) ha demostrado contribuir enormemente a su desarrollo profesional. Sin embargo, muchos formadores de docentes no disponen de tiempo ni de conocimientos para estudiar sus propias prácticas de forma sistemática. En vista de esta situación, los autores del presente artículo han intentado diseñar otras estrategias de investigación para apoyar el desarrollo profesional de los formadores de docentes. Los tres estudios presentados en este artículo pueden describirse como una investigación con formadores de docentes. Para finalizar, y partiendo de la reflexión sobre estos tres estudios, se presentan cinco características de la investigación productiva con formadores de docentes.
In der letzten Dekade haben die Lehrerausbilder begonnen, systematisch die Prozesse zu erforschen, die zur Verbesserung ihrer Handlungsweise im Lehrerausbildungsbereich erforderlich sind. Diese von Lehrerausbildern durchgeführte Forschung (Selbststudienforschung) leistet einen bedeutenden Beitrag zur beruflichen Entwicklung der betroffenen Lehrerausbilder. Viele Lehrerausbilder haben jedoch weder die Zeit noch die Kenntnisse, ihre eigene Handlungsweise systematisch zu erforschen. In diesem Licht betrachtet haben die Autoren dieses Artikels versucht, andere Forschungsstrategien zu erarbeiten, um die berufliche Entwicklung von Lehrerausbildern zu unterstützen. Die drei in diesem Artikel vorgelegten Studien können als Forschung mit Lehrerausbildern bezeichnet werden. Abschließend und basierend auf der Reflexion über die drei Studien werden fünf charakteristische Merkmale produktiver Forschung mit Lehrerausbildern vorgelegt. 相似文献
16.
This study, by Fuk‐chuen Ho of the Hong Kong Institute of Education and Michael Arthur‐Kelly of the University of Newcastle, aimed to evaluate the effectiveness of a professional development programme for in‐service teachers in Hong Kong special schools. The goal of the programme was to deliver a field‐based mode of training for teachers in special schools. A school cluster system was set up, with the goal of providing participants with a platform through which it is possible to conduct an interactive exchange of ideas, resources, services and expertise, mutually addressing the issues pertaining to children with special needs. Twelve school clusters were organised. Participants in this study included four educators from teacher training institutions, 31 expert teachers from supporting schools, and 101 trainees from participating schools. The most significant response came from trainees, because the participating schools had the opportunity to apply the learned skills in their own classrooms. 相似文献
17.
Octavia Springbett 《师资教育杂志》2018,44(2):149-161
Initial teacher education programmes have been identified as crucial to meeting the twin policy aims of professionalising the further education (FE) workforce and achieving improved learner outcomes, yet college-based teacher educators are underrepresented in published research and commentary. Drawing on a case study of teacher educators employed by three FE colleges in England, this paper argues that the contested and politicised nature of the FE sector presents a unique set of circumstances that distinguishes this population from other members of their professional group and severely restricts the identities available to them. Through a thematic discursive analysis of documentation, observation and interview data, it is argued that FE positions teacher educator identity through political governance, through the business practices of colleges and through the sector’s historical relationships with vocational and higher education. Within this distinctive context, teacher educators experience competing identities of ‘qualified and credible’, ‘teacher’, ‘different from others’, ‘part of FE’ and ‘employee’ that are entangled with the dominant discourses of English further education. After discussing the implications of these findings for a professional profile of teacher educators, the paper concludes that teacher educators are better understood as a heterogeneous occupational group in order to avoid obscuring professional concerns linked to policy landscapes. 相似文献
18.
Betina Hsieh 《Teachers and Teaching》2013,19(2):178-190
Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher professional identity orientations (self, classroom, and dialogic) and the implications of each orientation on a teacher’s professional identity and classroom practice. While each focal teacher featured in the study drew from similar sources of professional identity (experiences as students, classroom practical experience, and theory/research), the teachers varied in the degree of importance accorded to each identity source. This variation led to differences in approach to their roles as teachers as well as differences in their work with students. Using a qualitative, comparative case study methodology to highlight features of each professional identity orientation, this study provides evidence of discourse related to each orientation and discusses implications of identity orientation in each case study teacher’s classroom practice. After the discussion and analysis of the data, the author offers recommendations for teacher educators (pre-service and in-service) and researchers related to understandings of professional identity development and implications for the work of pre-service teacher education and continuing professional development. 相似文献
19.
Yiting Chu 《Mentoring & Tutoring: Partnership in Learning》2019,27(3):251-271
In this article I examined the professional identity development of five mentor teachers in a year-long, clinically rich teacher residency partnered between a university-based teacher education program and schools in a southern state of the United States. Qualitative data were collected through classroom observation and individual semi-structured interviews with a focus on participants’ mentoring activities and the ways they enacted and described their identities. Participants came to new mentoring beliefs and practices as they navigated the residency and developed a multifaceted identity to mediate their learning to become mentors and teacher educators. Implications for mentor teacher professional support, teacher preparation, and future research were discussed. 相似文献
20.
Professional development among teacher educators requires a framework in which collaborative learning can support growth and change. This study describes a professional development project modeled on a professional development community focused on thinking education in a teachers college. Qualitative measures revealed a multilayered process consisting of breaking personal and professional isolation through interdisciplinary collaboration, talk about student learning, improvement of teaching through skill acquisition, and professional development with the adaptation of new teaching dispositions and a sense of efficacy. The community was characterized by a safe environment which encouraged risk taking and mutual support, enabling significant change in college courses. 相似文献