Exploring the Radical Middle between Theory and Practice: A collaborative self-study of beginning teacher educators

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

“…No longer ‘teachers’ but not yet fully fledged members of the university, they are in an awkward space. They have not yet had time to develop a new identity, are often overwhelmed by the demands on them, and lack skill for their new work (Bullock and Christou ; Dinkelman et al. ; Kitchen ).…”

“…The process of developing a new identity is complex (Dinkelman et al 2006a(Dinkelman et al , 2006bBullock and Christou 2009). While there is a perception of moving upward into HE, Boyd and Harris (2010) note that novice teacher educators 'are aware of a change to a lower status within their new institution ' (p.13).…”

“…No longer 'teachers' but not yet fully fledged members of the university, they are in an awkward space. They have not yet had time to develop a new identity, are often overwhelmed by the demands on them, and lack skill for their new work (Bullock and Christou 2009;Dinkelman et al 2006a;Kitchen 2009). Not surprisingly, they often cling to an identity that worked for them previously; but in order to be productive members of the university they need an identity to match their new work activities and new institutional culture.…”

Mapping out teacher educators’ conceptions of teaching: composing phenomenographic argument

“…For instance, an array of studies (e.g. Berry, 2007;Bullock and Christou 2009;Dinkelman et al 2006;Kosnik and Beck 2008) confirmed that becoming a teacher educator (the transition) includes infra-structural (base) realities such as complex social and institutional interactions and exchanges in which TEs' pedagogical belief systems or conceptions of teaching and accompanied in-class decision-making and actions as the super-structural entities (cognition of TEs) are continuously shaped and revised. Attempts for researching into teacher educators would therefore be pragmatist in illuminating an under researched and newly proliferating line of inquiry.…”

A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education

“…'...Self-study has the potential to animate the idea of teaching as reflection, generate knowledge about promoting reflective practice, model an inquiry-based approach to pedagogy, provide opportunities for beginning teachers to reflect on learning to teach, and generate rich understandings that can be used to facilitate program change...' Self-study has been an approach used by many teacher educators to come to understand and to develop their own practice (Bullock and Christou, 2009;Kosnik et al, 2011;Garbett and Ovens, 2012). Studying one's own practice with colleagues allows for critical reflection and for identification of similarities and differences in experience.…”