Introduction and Overview

Swennen, Anja; Klink, Marcel van der

doi:10.1007/978-1-4020-8874-2_1

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…Teacher educators generally refer to those who prepare and support teachers in their classroom practice and continuing development in school and university contexts (Swennen and Klink, 2009). As argued by Izadinia (2014), learning to become a teacher educator is a complex process of identity (re)construction, which entails the dynamic interplay between the external socio-cultural context and individuals’ internal sense-making in institutional and socio-cultural environments (Dinkelman, 2011).…”

Section: Constructing Identities As Emi Teacher Educators In Higher E...mentioning

confidence: 99%

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Yuan

2021

RELC Journal

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Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new role as EMI teacher educators and contribute to EMI teaching and teacher development in different ways, including: (1) initiating classroom change through awareness raising; (2) integrating content and language in specific disciplines through collaboration; (3) attending to EMI teachers’ social and affective needs; and (4) advocating the professional status of EMI teachers. The paper also proposes a tentative framework on EMI teacher educator identity, which can serve as a frame of reference for language specialists who are interested in embarking on a new professional path as EMI teacher educators.

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Section: Constructing Identities As Emi Teacher Educators In Higher E...mentioning

confidence: 99%

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Yuan

2021

RELC Journal

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“…It is commonly understood that good teacher educators equal good teachers (Swennen & van der Klink, 2009, p. 221). The knowledge base about teaching teachers is still highly fragmented, and music teacher educators are in need of a more comprehensive pedagogy of teacher education.…”

Section: Discussionmentioning

confidence: 99%

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

Juntunen¹

2014

Brit. J. Music. Ed.

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The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

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“…Broad themes receiving attention have included the professional identities of teacher educators (Erickson et al, 2011; Hökkä et al, 2016; Izadinia, 2014; Tryggvason, 2012), their professional development (Ben-Peretz et al, 2010; MacPhail, 2017; Swennan and Bates, 2010; van der Klink et al, 2017), and their practice (Bronkhorst et al, 2011; Gelfuso, 2017; Vanassche and Kelchtermans, 2014). There has also been a significant presence of teacher educators willing to share their own professional stories, practices and insights with a view to informing teacher education practice and pedagogy, as reflected in a number of recent edited books (Loughran and Hamilton, 2016; Swennen and van der Klink, 2009; Williams and Hayler, 2015).…”

Section: Introductionmentioning

confidence: 99%

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

McEvoy

Heikinaro-Johansson

MacPhail

2018

European Physical Education Review

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This paper focuses on the professional journeys of 14 mid- and late-career teacher educators in seven countries in the subject area of physical education. Data was gathered through two rounds of semi-structured interviews and revealed a strong emphasis on the professional relationships impacting upon participants’ entry to and development within the profession. Career interest development, career choice and career performance were all affected by the people with whom participants formed relationships throughout their careers. The findings are discussed with reference to the role of teacher educators in selecting, encouraging and supporting their teacher education colleagues.

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Introduction and Overview

Cited by 5 publications

References 6 publications

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

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

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