Landmarks in the professional and academic development of mid-career teacher educators

Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

doi:10.1080/02619768.2013.825241

Cited by 49 publications

(30 citation statements)

References 32 publications

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“…The lack of induction into these roles experienced by so many teacher educators' is well documented (Murray, Czerniawski and Barber 2013;van Velzen et al 2010). However, Griffiths, Thompson and Hryniewicz (2014) make a distinction between two groups of university-based teacher educators which adds further complexity to any professional learning needs analysis. Teacher educators from many anglophone countries often move into universities having previously taught in schools.…”

Section: Teacher Educators' Professional Learningmentioning

confidence: 99%

“…Teacher educators from many anglophone countries often move into universities having previously taught in schools. This group is likely to have professional learning needs that differ from those of a second group from countries where teacher educators are drawn mainly from academic disciplines, often lacking practical teaching experience in schools (Griffiths, Thompson and Hryniewicz 2014).…”

Section: Teacher Educators' Professional Learningmentioning

confidence: 99%

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The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

Czerniawski

Guberman

MacPhail

2016

European Journal of Teacher Education

128

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A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1,158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development (InFo-TED): Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning 'best practice' in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.

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Section: Teacher Educators' Professional Learningmentioning

confidence: 99%

Section: Teacher Educators' Professional Learningmentioning

confidence: 99%

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

Czerniawski

Guberman

MacPhail

2016

European Journal of Teacher Education

128

View full text Add to dashboard Cite

show abstract

“…Despite teacher education being high on the political agenda as a 'policy problem' (Cochran-Smith 2016), the academic role played by teacher educators is an underresearched area (McNicholl et al 2013, Griffiths et al 2014, White 2014. The focus of the research concerning teacher educators heretofore has tended to concentrate on the difficulties inherent in becoming a university teacher educator, often employing issues of identity as a focus (see, inter alia, Boyd and Harris 2010, McKeon and Harrison 2010, Field 2012.…”

Section: Becoming a Teacher Educatormentioning

confidence: 99%

New directions for teacher education: investigating school/university partnership in an increasingly school-based context

Jackson

Burch

2018

Professional Development in Education

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As school-led teacher education becomes more prevalent in England and elsewhere, new challenges arise for university and school-based teacher educators. Against this policy backdrop we discuss the challenges faced by universities and schools. We draw on findings from our small-scale case study which looked at the practice of a group of school-based teacher educators working in a Third Space with a boundary broker from the university sector. From these findings we suggest a form of teacher education that synthesises school and university expertise in ways which have the potential to develop new directions for partnership from both sides of a supposed boundary. We discovered that Third-Space activity has the potential to bring about a shift in school-based teacher educators' practices, both with student teachers and in their everyday teaching. There was some evidence that there could be benefits to schools and universities. In particular, it seemed that the skilful use of boundary brokering, aimed at the fostering of the second-order teaching skills of teaching others to teach, was significant. We propose a series of ideas for how boundary brokering within Third-Space activity has the potential to suggest new directions for the role of both school-based and university teacher educators.

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“…The lack of induction into these roles experienced by so many teacher educators is well documented (Murray, Czerniawski and Barber 2011;Kosnik et al 2015). However, Griffiths, Thompson and Hryniewicz (2014) make a distinction between two groups of university-based teacher educators, adding further complexity. Teacher educators from Anglophone countries often move to universities having previously taught in schools.…”

Section: Teacher Educators' Professional Learningmentioning

confidence: 99%

The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland

Czerniawski

Gray

MacPhail

et al. 2018

Journal of Education for Teaching

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Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators' priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators' professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.

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Landmarks in the professional and academic development of mid-career teacher educators

Cited by 49 publications

References 32 publications

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

New directions for teacher education: investigating school/university partnership in an increasingly school-based context

The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland

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