Exploring Tensions in the Lives of Professors of Teacher Education: A Canadian Context

Abstract

This article explores the major satisfactions and frustrations of professors of teacher education from faculties of education in Western Canadian universities. Data were collected in semi-structured interviews with 31 professors of various ranks. The purpose of the study weas to explore the manner in which these teacher educators frame their professional experiences and construct their roles within complex institutional contexts. The findings indicate that although professors view their work as highly positive, there are significant observable tensions in the professional lives. Two major themes characterizing the work of professors discussed: 1) satisfactions (working with students; delight in teaching; and fulfillment in research writing and scholarship), and 2) frustration (workload and time press issues; research and scholarship). Overall, results indicate a number of issues: many of the same things that gave them satisfaction as K-12 teachers give them satisfaction as professors; workloads and expectations are increasing; and professors acknowledge the centrality of scholarship as it relates to teaching.

From Learning Comes Meaning: Informal Comentorship and the Second-Career Academic in Education

“…Additionally, time for remediation or extending learning was limited. In contrast, evidence suggests that education professionals having to resocialize in second careers in academia struggle with their new-found autonomy, management of their time, and the many unexpected facets of their workload (Badali, 2004;Ciuffetilli-Parker & McQuirter-Scott, 2010).…”

“…289). In the absence of a supportive relationship or institution, these struggles and challenges can both overwhelm and undermine the forward momentum necessary for growth and demonstration of competence and excellence in teaching, research, and service-areas of responsibility and essential components in the tenure process for all academics (Badali, 2004).…”

Mentoring as a developmental identity process

“…As Whitt (1991) pointed out, 'A common complaint among new faculty is that they are expected to "hit the ground running" but are not given specific assistance, resources, or direction to help them get off to a good start' (p. 179). Badali (2004) found untenured professors of education face greater tension than tenured faculty in areas of workload and time, especially when trying to balance teaching and scholarly work. Although the untenured faculty members typically begin with high ideals for themselves, they are often overwhelmed with the increasing pressures and stressors mentioned previously whether in the classroom, in their buildings, and/or in their own offices.…”