Towards the re‐articulation of the work of teacher educators in Higher Education institutions in England

Murray, Jean

doi:10.1080/02619760701845073

Cited by 51 publications

(43 citation statements)

References 16 publications

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“…As we wrote in Beach and Bagley (2012), a horizontal discourse on its own gives a very poor basis for developing thoughtful professional practice, as it runs against the idea of a teaching profession grounded on scientific research-based 'know-why' knowledge of practice that forms a shared professional knowledge component (Garm & Karlsen, 2004;Sjöberg, 2011). A vertical discourse is also needed, in the form of a robust system of concepts and practices that can be used to describe, model and theorize from empirical situations to help students in and after teacher-training to understand the ideological and political restructuring that is going on around them and deconstruct the forces that impact on working conditions and the content and meaning of professional labour, as a tool for analysing trends and thinking critically and strategically about teaching and learning processes and their outcomes (Apple, 2001;DarlingHammond, 2006;Zeichner, 2010;Riksaasen, 2002;Murray, 2008).…”

Section: Discussionmentioning

confidence: 99%

Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study

Beach

Bagley

2013

European Journal of Teacher Education

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Section: Discussionmentioning

confidence: 99%

Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study

Beach

Bagley

2013

European Journal of Teacher Education

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“…Studies also show, however, that teacher educators often need support to conduct research, specifically to develop methodological competences. They want to belong to a research community, and to have protected time for research and access to the necessary financial resources to support their development (Murray 2008, Gemmell, et al 2010.…”

Section: Understanding Teacher Educators' Professional Developmentmentioning

confidence: 99%

“…Research shows that the availability of a national frame of reference helps teacher educators to focus their learning and identify their professional development needs (Murray 2008, Koster and Dengerink 2008, Byrd et al 2011. As a result of such research, there are a growing number of studies and guidelines which identify specific professional learning designs for various 'stages' of working as a teacher educator; here provision for those entering teacher education work often features strongly (see, for example, Boyd et al 2011, Kosnik et al 2011, Smith 2011.…”

Section: Introductionmentioning

confidence: 99%

Collaborative teacher educator professional development in Europe: different voices, one goal

Lunenberg¹,

Murray

Smith

et al. 2016

Professional Development in Education

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In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national borders. Data included personal narratives about learning and documentary analysis of written accounts of the forums' activities. Following a collaborative self-study approach we utilised an interactive exploration of the data, using coding techniques derived from grounded theory. We conclude that our professional learning can be seen through two inter-related perspectives. The first perspective is the interplay between our own learning and the ways in which we want to support colleagues in their professional development. The second perspective is the reciprocal effect of working in national as well as in transnational contexts. By studying our professional learning processes we developed insights into how a shared communal international forum can be established without losing individual voices and national perspectives. Moreover, through our involvement in an international forum we also continue to develop our own self-understanding as 'educators of teacher educators'.

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“…This focus on teacher education is a global matter (Conroy, Hulme, & Menter, 2013;Hökkä & Eteläpelto, 2014;Murray, 2008), and the reform of teacher education programs does not come without challenges, including a sense of global competition for today's young students (Hökkä & Eteläpelto, 2014), as well as top-down policies and mandates that impact classroom teachers, making it challenging to find local contexts in which teacher candidates can learn to apply best instructional practices (Sterrett & Bond, 2012). Today's teacher candidates must be equipped to "…understand and respond to the dense and multifaceted nature of the classroom…" (DarlingHammond, 2006, p. 305).…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

Chang

Neugebauer

Ellis

et al. 2016

Studying Teacher Education

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Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators' experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education.

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Towards the re‐articulation of the work of teacher educators in Higher Education institutions in England

Cited by 51 publications

References 16 publications

Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study

Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study

Collaborative teacher educator professional development in Europe: different voices, one goal

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

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