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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.
《Studying Teacher Education》2013,9(2):119-136
This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in their decision-making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. Our initial paper described the theoretical framework, methodology, and two categories of findings—institutional context and shifting role identification. This paper builds on those insights by addressing the frames of understanding and knowledge employed in this transition, and how these frames informed the decisions made in the arena of teacher education practice. We also explore the implications of these findings by discussing the need for support as educators make the transition from teacher to teacher educator. 相似文献
3.
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
4.
《Studying Teacher Education》2013,9(1):17-30
This paper examines the transition that classroom teachers experience moving into the academy as teacher educators, considering the change in professional identity and the subsequent alignment of situational and substantial selves. We outline the findings of a qualitative case study that utilised self-study and teacher narrative to explore the road travelled by a group of new teacher educators in a regional university in rural Australia. To frame our work we drew from theories related to teacher professional identity and career transition. The research explored patterns of experience between ourselves and the other participants that helped to explain the transition process for new teacher educators and allowed us to see our own experiences in new ways. The significance of the study resides in the fact that new teacher educators, as a group, have not been thoroughly researched and consequently are not well understood. The academic role is complex and the road from classroom teacher to teacher educator can be described as rocky. We conclude that it is important to recognise both the context and process of the transition in order to retain teacher educators in higher education. 相似文献
5.
《Studying Teacher Education》2013,9(3):245-260
This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography, including those associated with being a former schoolteacher; navigating the complex social and institutional contexts in which they work; and developing a personal pedagogy of teacher education that enables construction of a new professional identity as a teacher educator. This research provides beginning teacher educators with a reference point for understanding their personal and professional transition to university-based teacher education. It also provides teacher education faculty and administrators with key information about how the transition from teacher to teacher educator can be supported and enhanced within professional learning communities. 相似文献
6.
Sharon McDonough 《Studying Teacher Education》2017,13(3):241-256
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts. 相似文献
7.
Megan Madigan Peercy 《Studying Teacher Education》2014,10(2):146-162
In this study, I explore my practices as a teacher educator in one course both before and after returning to the K–12 classroom to teach secondary language learners for one academic year. By examining the intersection of self-study and practice-based teacher education, I illustrate how I used self-study as a mechanism for innovation and change and focus on the challenges I encountered in implementing the use of practice-based education in my work as a teacher educator. Qualitative data analysis revealed that in redesigning my approach to my course, I stopped short of my goals to make the course more practice-centered. Although I provided students with many opportunities to practice planning, I did not provide enough focused opportunities to practice implementation and to participate in giving and receiving feedback. I learned that engaging teachers in practice-based teaching requires teacher educators to be both specific and deliberate in setting their own purposes for establishing the centrality of practice in their courses and to explain these clearly to teacher candidates. Further work in which teacher educators study their use of practice-based pedagogy would benefit from using a self-study lens. Other researchers are urged to add to the limited body of research about the use of practice-based pedagogy with teachers of language learners, particularly English language learners. 相似文献
8.
We are recent graduates of a graduate faculty of education in a research-based university in Canada. Our aspirations to become successful teacher educators and to write our dissertations brought us together to form a writing support group. During the 2010–2011 academic year, we conducted a self-study to better understand how the support group helped us to navigate the process of writing our dissertations as well as our endeavors to become teacher educator researchers. The results of our self-study indicate the importance of a supportive writing group in developing an identity as a teacher educator, developing research and writing skills through being a critical friend, and preparing graduate students for the complex role of teacher educator. 相似文献
9.
Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our teaching pedagogy and practices. We found that we as immigrant mothers have challenges pertaining to parental involvement and maintaining our heritage language, meet tensions when advocating for diversity, and experience role-model pressure as teacher educators. Keeping these challenges in mind, the interactions between our two roles benefitted our students as our teaching became more critical and deeper. This collaborative self-study unpacks the intersecting positions of immigrant mother and teacher educator insightfully and reveals the development of pedagogical practices. It also suggests directions for classroom teachers and future researchers in relation to immigrant children and families. 相似文献
10.
《Studying Teacher Education》2013,9(2):235-253
ABSTRACTIntending to foster a partnership between his university and a local school and to create a new identity as a teacher educator in the community, a newly hired assistant professor of English education offered support to a secondary English department and ended up working extensively with the teachers (planning, observing, giving feedback, reflecting, and modeling lessons by teaching classes). This self-study examines the experience of the teacher educator as he navigated this 2-year commitment. A systematic analysis of all data collected (detailed journal, observation notes, debriefing notes, correspondence, and transcribed interviews) reveals how the conditions that allow tensions to become productive – a need for interaction, a willingness to engage in commonalties and differences, a sense of value for various skill-sets, and a suspension of judgment for the good of the community – within an emerging community of practice offered opportunities of professional growth for teachers and a teacher educator. This research provides insight into how university professors can better recognize and understand the conditions that allow perceived tensions to function as catalysts for professional development, offering an example of how to improve collaborative relationships between teacher education programs in higher education and K-12 school districts. 相似文献
11.
In this study, I, the first author as a Thai teacher educator employed self-study as a research methodology to investigate my own understandings, questions, and curiosities about pedagogical content knowledge (PCK) for teaching science student teachers and the ways I engaged student teachers in a field-based science methods course designed to help them to develop their PCK. Qualitative data gathered included: the syllabi, handouts, work submitted by student teachers, student teachers’ journal entries, my journal entries, and video recordings of my classroom teaching. Data were analysed using an inductive process to identify ways in which I attempted to enhance student teachers’ PCK. The contributions of this study are insights generated to help teacher educators think about how to support and develop student teachers’ PCK. Some of these contributions are enhancing teacher educators’ PCK for teaching science teachers, developing PCK for teaching science, and designing a science methods course in science teacher preparation programmes. 相似文献
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13.
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
14.
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
15.
《Studying Teacher Education》2013,9(1):103-114
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study. By describing and evaluating my personal experience of interactions such as recorded meetings and teachers' reflections, I attempt to discern a function for myself within the group. The self-study helped uncover some misguided assumptions and responses in coping with the new context and also provided some preliminary understandings of possible teacher educator responsibilities in this type of initiative. 相似文献
16.
《Studying Teacher Education》2013,9(1):16-31
This self-study examines how our non-personhood experiences (NPHEs) contributed to our teacher educator identity process. We took up exploration of these experiences, which were very painful for us, not as entrée into victimhood but because we wanted to learn something about how, in the face of such experiences, we could engage with these troubling interactions in order to renew our commitment to our work as teacher educators in the university. During the analysis, we considered our stories on four overlapping dimensions: (1) our selves in our own story, (2) others in the story, (3) colleagues not in the story, and (4) non-colleagues and others not in the story. A framework for looking at our NPHEs allows teacher educators to attend to students' needs while simultaneously reasserting their own teacher educator identities in more honest and vulnerable ways. Analyzing NPHEs has the potential to help teacher educators engage and invite students to recognize teacher educators' personhood and thereby better position them to recognize the personhood of their future students. 相似文献
17.
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
18.
Aurora Chang Sabina Rak Neugebauer Aimee Ellis David Ensminger Ann Marie Ryan Adam Kennedy 《Studying Teacher Education》2016,12(2):152-169
Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design, this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education. 相似文献
19.
This paper examines the practice of two novice teacher educators working as instructional coaches in a university-based teacher education program. Previous research suggests that the knowledge and skills required to be an effective teacher are distinct from those required to be an effective teacher educator. Yet novice teacher educators often receive minimal preparation. This qualitative study identifies dilemmas that novice coaches encounter during observation debrief conversations in order to inform coach training. The findings suggest that the process used by the researchers to surface dilemmas may also be a useful intervention in shaping the identity and practice of novice teacher educators. 相似文献
20.
ABSTRACTThe purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research. 相似文献