Research and professional development of teacher educators

Lunenberg, Mieke; Willemse, Martijn

doi:10.1080/02619760500478621

Cited by 51 publications

(22 citation statements)

References 16 publications

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“…Recent studies in different parts of the world have discussed the problematic relationship of teacher educators to research (e.g. Cochran-Smith 2005;Lunenberg and Willemse 2006;Robinson and McMillan 2006). In many countries, teacher educators work in universities and thus have a dual role as researchers and practitioners: they are expected to be experts in teaching and learning, and at the same time are judged according to the quality of their research and the number of publications they produce (Korthagen, Loughran, and Lunenberg 2005).…”

Section: Discussionmentioning

confidence: 99%

The professional agency of teacher educators amid academic discourses

Hökkä

Eteläpelto

Rasku‐Puttonen

2012

Journal of Education for Teaching

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Agency has been seen as fundamental in the renegotiation of professional identities. However, it is unclear how teacher educators exercise their professional agency in their work, and how multiple discourses frame and restrict the practice of their professional agency. This study examines how teacher educators practise agency in negotiating their professional identities amid the multiple discourses emerging from the academic context of their work. The aim was to investigate educators' locally expressed professional agency in the context of the more global discourses that may construct teacher educator identities. The analysis made use of applied thematic discursive analysis to address patterns of talk relating to teacher educators' manifestations of agency within their work as teachers and researchers. Professional agency was found to be strong in the construction of their teacher identity. By contrast, the construction of their researcher identity was subjugated, complex and characterised by a lack of resources. Furthermore, teaching and researching were mainly described as two separate functions. In discussion these findings are analysed to show what they imply for the renegotiation of teacher educators' professional identities and for the development of teacher education in an academic institution.

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Section: Discussionmentioning

confidence: 99%

The professional agency of teacher educators amid academic discourses

Hökkä

Eteläpelto

Rasku‐Puttonen

2012

Journal of Education for Teaching

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“…Research-related activities in particular, such as self-study and inquiry, are often seen as important activities when it comes to the advancement of one's professional development (Cochran-Smith 2003, Loughran and Berry 2005, Lunenberg and Willemse 2006, Zeichner 2007) and the innovation of teaching practices. Teacher educators' research is usually less focused on contributing to the academic knowledge base, but the current process of universification (Ball 1998) of teacher education that aims at improving its academic status is likely to enhance those kinds of research that explicitly focus on generating academic knowledge through, for example, PhD trajectories.…”

Section: International Comparisons Of Teacher Educators' Professionalmentioning

confidence: 99%

Professional development of teacher educators: what do they do? Findings from an explorative international study

Klink

Kools

Avissar

et al. 2016

Professional Development in Education

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The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: 'Do experienced teacher educators from different countries differ in their concerns, professional development activities and developmental goals?' Interviews were conducted with 25 participants from 10 different countries, all of whom were experienced teacher educators. Teacher educators' concerns varied in the course of their careers. During their induction their primary focus tended to be on survival, whereas later on in their careers their concerns became linked to their own professional identity and their students as individuals. Participants from all the participating countries were involved in a range of developmental activities. A large majority was involved in research-related activities which they perceived as an important tool in their professional development. All the participants had plans for their further professional development but sometimes foresaw hindrances to the realisation of those plans, such as a lack of resources and time. The interview data did not provide evidence to suggest clear country-specific differences. In fact, the opposite would appear to be the case: teacher educators from different countries seem to have similar concerns, and their current professional development activities and plans for future development are also quite comparable. Keywords: professional development; teacher educators; international comparison; international researchIntroduction There is growing recognition that teacher educators can only continue to act as professionals if they are engaged in further professional development throughout their entire career. In the slipstream of the broadly acknowledged views on improving teacher education there is growing focus on the qualities of teacher educators involved in teaching the next generations of teachers (ETUCE Professional Development in Education, 2017 Vol. 43, No. 2, 163-178, http://dx.doi.org/10.1080/19415257.2015 concerns; that is, how to ensure sufficient numbers of novice teacher educators (Snoek et al. 2011).Mc Gee and Lawrence (2009, p. 140) argue that: 'Teacher educators work with teachers to promote and support professional learning, and so their own professional learning is particularly important. It is surprising, therefore, to find that the professional learning of teacher educators is often neglected'. Teacher educators themselves as a professional group are increasingly aware of the need to continue to work on their competences and they acknowledge the importance of being -or becoming -lifelong learners who keep in touch with the latest developments and insights in their own field (Swennen and Van der Klink 2009).In this article we use the following definition of teacher educators proposed by, among others, Dengerink...

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“…Lunenberg & Willemse (2006) analysed three studies carried out jointly by teacher educators and researchers. They emphasise that to make such a cooperation successful it is essential that the unique practices and personal experiences of teacher educators are the focus of the study.…”

Section: Reason 2: Three Times Theory and Praxismentioning

confidence: 99%

Why Shouldn't Teachers and Teacher Educators Conduct Research on Their Own Practices? An Epistemological Exploration

Lunenberg

Ponte

Ven

2007

European Educational Research Journal

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The idea of teachers and teacher educators engaging in research is not, in itself, new, but in recent years the propagation of this idea seems to have become really popular. This growing popularity brings the risk that practitioner research will degenerate into an increasingly vague and obscure 'container concept'. The aim of this article is to pause to allow time to reflect on the concept of practitioner research from a perspective that sees knowledge, knowledge-constitutive interests and knowledge construction as interrelated.

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Research and professional development of teacher educators

Cited by 51 publications

References 16 publications

The professional agency of teacher educators amid academic discourses

The professional agency of teacher educators amid academic discourses

Professional development of teacher educators: what do they do? Findings from an explorative international study

Why Shouldn't Teachers and Teacher Educators Conduct Research on Their Own Practices? An Epistemological Exploration

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