Becoming a Teacher Educator: Voices of Beginning Teacher Educators

Swennen, Anja; Shagrir, Leah; Cooper, Maxine

doi:10.1007/978-1-4020-8874-2_7

Cited by 66 publications

(60 citation statements)

References 12 publications

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“…Studies have considered processes of transition from teaching in schools to teaching in universities (Saito, 2013), identity development of TEs (Davey, 2013;Izadinia, 2014;Swennen & van der Klink, 2009),…”

Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

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The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Gunn

Hill

Berg

et al. 2016

Asia-Pacific Journal of Teacher Education

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The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universities reveals the academic category of teacher educator along three related trajectories: a professional expert (not required to research), a traditional academic (not required to hold a teaching qualification or teacher's practicing certificate), and one who is dually qualified, to teach (as a registered NZ teacher) and to research. It is the dually qualified type of teacher educator who can service the full scope of university based initial teacher education (ITE). Recent recruitment practices have however focused on employment of professional experts and traditional academics.Drawing from document analyses and interviews we present a picture of changing teacher educators' work. Our study argues that policy environments and universities' responses are changing objects, rules and divisions of labour in university based ITE.We comment on the evolution ITE in NZ, its likely trajectory, and its potential for development.

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Section: Accepted For Publication Version -Pre--proof and Correctionsmentioning

confidence: 99%

“…Such changes in senior academics' work objects aren't particularly rare, but for TEs who have already negotiated shifts in identity during the transition from teacher to ITE academic (Davey, 2013;Izadinia, 2014;Swennen & van der Klink, 2009), this retransitioning into a narrowing of work objects and arguably more distanced relation to…”

Section: -223)mentioning

confidence: 99%

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Gunn

Hill

Berg

et al. 2016

Asia-Pacific Journal of Teacher Education

View full text Add to dashboard Cite

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“…Murray & Male 2005, Murray & Kosnik 2011, Loughran 2011, Murray, Czerniawski, & Barber 2011, Swennen & van der Klink 2009, Swennen, Jones & Volman 2010, professional lives and career transitions (e.g. Carillo & Baguley 2011, Ducharme 1993, Harrison & McKeon 2008 and induction and professional development needs, most especially concerned with research development (e.g.…”

Section: Academic Work Academic Capitalism and Teacher Educationmentioning

confidence: 99%

Academic work and proletarianisation: A study of higher education-based teacher educators

Ellis

McNicholl

Blake

et al. 2014

Teaching and Teacher Education

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“…There have been a number of studies considering the process and challenges associated with becoming an early career lecturer (Murray and Male 2005;Zeichner 2005;Swennen et al 2009;van Velzin et al 2010;Boyd and Harris 2010;McKeon and Harrison 2010;Williams and Ritter 2010) and related research over the last decade has covered various issues ranging from international comparisons of teacher education (Maandag, et al 2007), doctoral students progression to become teacher educators (Kosnik et al 2011) and experiences of school-based teacher educators (White, Dickerson and Weston 2015). The current paper covers, in part, some of the issues addressed by this literature.…”

Section: Introductionmentioning

confidence: 99%

Becoming a teacher educator – the motivational factors

Holme

Robb

Berry

2016

European Journal of Teacher Education

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This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution (TEI). The selfstudy case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan's Self-Determination Theory (SDT).The study identified three common, key themes leading to the participants career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within teacher education. The personal development implications for the participants are also considered. KeywordsTeacher Educators; Reflective Practice; Motivation; Early Career Lecturer; Scotland IntroductionA career in primary teaching is often viewed as an attractive career option however data relating to teacher attrition has suggested that 30-50% of teachers leave the profession within the first 3 to 5 years (Cooper and Alvardo 2006). Although most of these teachers will change career completely some may make the move to become a teacher educator within a HEI. Recent experience, gathered via conversations with staff directly involved with Higher Education Institution (HEI) recruitment, has suggested that recruitment to teacher educator posts can sometimes be problematic and that experienced teachers are reluctant to make the move to become teacher educators although the reasons are not immediately obvious. the reasons for making the change from primary teacher to higher education and identifies issues relating to career progression and leadership. Despite these examples, research into teacher education has been described as a relatively 'young sub-field of education research' (Menter et al. 2010, 135) and more specifically there is a lack of literature focussing on why teachers may make the transition from school teacher to university lecturer. This case study also contributes to the international discussion considering the development of teacher education in terms of efficacy and professional development. Specifically it explores the influencing factors that led to three people making the transition from primary class teacher to becoming a TE lecturer in a Scottish TEI. In doing so this paper raises issues relating to wider national and international teacher education policy and implications for career progression or pathways between school teaching and TE.Although there are many similar issues and challenges within the international teacher education landscape these national systems can differ considerably. Within the UK the situation has been described as divergent (Oancea a...

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Becoming a Teacher Educator: Voices of Beginning Teacher Educators

Cited by 66 publications

References 12 publications

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

The changing work of teacher educators in Aotearoa New Zealand: a view through activity theory

Academic work and proletarianisation: A study of higher education-based teacher educators

Becoming a teacher educator – the motivational factors

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