A foot in many camps: literacy teacher educators acquiring knowledge across many realms and juggling multiple identities

Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive

doi:10.1080/02607476.2013.844954

Cited by 18 publications

(11 citation statements)

References 15 publications

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“…Yet in their exhaustive examination of the research on teacher educators, Lunenberg, Dengerink, and Korthagen (2014) found that professional development is 'an area of which little is known, in particular about what is effective in supporting teacher educators in their professional growth ' (75). Further complicating the issue, there has been very little focus on subgroups of teacher educators; for example, LTEs have rarely been considered as a distinct group of teacher educators (Kosnik, Menna, et al 2013). Generally teacher educators are considered as a homogeneous group without attention to the specifics of the discipline they teach.…”

Section: What Kinds Of Knowledge Do Ltes Need?mentioning

confidence: 99%

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

Kosnik

Menna

Dharamshi

et al. 2015

Journal of Education for Teaching

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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.

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Section: What Kinds Of Knowledge Do Ltes Need?mentioning

confidence: 99%

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

Kosnik

Menna

Dharamshi

et al. 2015

Journal of Education for Teaching

Self Cite

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“…Novice teacher educators indicated that during their first years they are faced with an immense workload, which is not only caused by the work duties as such but is also affected by their insecurity about what is expected from them (Van Velzen et al 2010). Kosnik et al (2013) studied literacy/English teacher educators working in Anglo-Saxon countries such as the United Kingdom and the USA and found that their work is demanding and appreciation by colleagues and students is rare, which hinders them in performing research-related and scholarly activities. This study did not provide any evidence of differences between countries, but it is unclear whether the researchers were actually looking for country-specific patterns in their data.…”

Section: International Comparisons Of Teacher Educators' Professionalmentioning

confidence: 99%

Professional development of teacher educators: what do they do? Findings from an explorative international study

Klink

Kools

Avissar

et al. 2016

Professional Development in Education

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The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: 'Do experienced teacher educators from different countries differ in their concerns, professional development activities and developmental goals?' Interviews were conducted with 25 participants from 10 different countries, all of whom were experienced teacher educators. Teacher educators' concerns varied in the course of their careers. During their induction their primary focus tended to be on survival, whereas later on in their careers their concerns became linked to their own professional identity and their students as individuals. Participants from all the participating countries were involved in a range of developmental activities. A large majority was involved in research-related activities which they perceived as an important tool in their professional development. All the participants had plans for their further professional development but sometimes foresaw hindrances to the realisation of those plans, such as a lack of resources and time. The interview data did not provide evidence to suggest clear country-specific differences. In fact, the opposite would appear to be the case: teacher educators from different countries seem to have similar concerns, and their current professional development activities and plans for future development are also quite comparable. Keywords: professional development; teacher educators; international comparison; international researchIntroduction There is growing recognition that teacher educators can only continue to act as professionals if they are engaged in further professional development throughout their entire career. In the slipstream of the broadly acknowledged views on improving teacher education there is growing focus on the qualities of teacher educators involved in teaching the next generations of teachers (ETUCE Professional Development in Education, 2017 Vol. 43, No. 2, 163-178, http://dx.doi.org/10.1080/19415257.2015 concerns; that is, how to ensure sufficient numbers of novice teacher educators (Snoek et al. 2011).Mc Gee and Lawrence (2009, p. 140) argue that: 'Teacher educators work with teachers to promote and support professional learning, and so their own professional learning is particularly important. It is surprising, therefore, to find that the professional learning of teacher educators is often neglected'. Teacher educators themselves as a professional group are increasingly aware of the need to continue to work on their competences and they acknowledge the importance of being -or becoming -lifelong learners who keep in touch with the latest developments and insights in their own field (Swennen and Van der Klink 2009).In this article we use the following definition of teacher educators proposed by, among others, Dengerink...

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“…Finally, "quality teacher preparation depends on quality teacher educators" [58] (p. 524), yet little attention has been given to teacher educators, particularly those who apply a multicultural approach or perspective to the scripted standardized curriculum. Professional development must be continuous for not only teacher candidates and in-service teachers but for teacher educators alike.…”

Section: Discussionmentioning

confidence: 99%

Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children

Piper

2019

Education Sciences

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Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement.

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A foot in many camps: literacy teacher educators acquiring knowledge across many realms and juggling multiple identities

Cited by 18 publications

References 15 publications

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

Professional development of teacher educators: what do they do? Findings from an explorative international study

Navigating Black Identity Development: The Power of Interactive Multicultural Read Alouds with Elementary-Aged Children

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