Beyond initial transition: An international examination of the complex work of experienced literacy/english teacher educators

Abstract

This article reports on a study of 21 mid‐career and senior literacy/English teacher educators in four countries: Canada, the United States (US), the United Kingdom (UK), and Australia. Three main themes are discussed: identity (re)construction; knowledge development (e.g. of pedagogy; current literacy practices); and reconceptualisation of their work (courses and research). The literacy/English teacher educators had moved beyond the struggles of novice teacher educators; however, they still experienced a number of tensions. They had moved beyond identifying with and as a classroom teacher but felt that they needed to remain connected to teachers because their research is conducted in schools. They still felt less valued by their colleagues who were not actively involved in teacher education, not because they were novices, but because of their close involvement in schools. They found communities of literacy/English teacher educators beyond their university. All argued that they must continue to expand their knowledge in a number of areas but they see their continuous growth as a strength not a short‐coming. By mid‐career many created a synergy among their research, teaching, and service.

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

“…For mid-and later-career teacher educators, Kosnik et al (2014) found they 'had long since moved past feelings of inadequacy' (Goodwin's 2008 personal knowledge); however, all felt they needed to continue to refine their research skills and most felt pressure to secure grants. In some settings, the privileging of particular forms of research methodology (especially quantitative) required them to learn about them and use them.…”

“…Mid-and later-career teacher educators are faced with a number of additional challenges with respect to pedagogy: solving the problem of not having recent experience as a classroom teacher, integrating digital technology into their courses and often balancing administrative duties with their teaching (Kosnik et al 2014).…”

An exploration of the influence of professional relationships on the career pathways of physical education teacher educators

“…It has been suggested that studying groups of academics within their professional fields can provide useful insights into the professional lives of contemporary academics (Boyd and Smith, 2016). Kosnik and colleagues have called for more discipline-focused research dealing specifically with the lives and work of mid- and late-career teacher educators, in line with the work they completed with literacy teacher educators (Kosnik et al, 2015). The importance of uncovering the professional journeys and career decisions of mid- and late-career teacher educators lies in the explanatory value such research might hold for understanding better why it is these people, and not others, who are educating our future teachers, informing practice through research, and shaping teaching and learning practice in the discipline of education.…”