Understanding Teacher Educators’ Work and Identities

Murray, Jean; Swennen, Anja; Shagrir, Leah

doi:10.1007/978-1-4020-8874-2_3

Cited by 54 publications

(34 citation statements)

References 16 publications

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“…The prominent role of research may also reflect the process of universification (Ball 1998) that puts higher research demands on teacher educators to earn respect in academia and can be regarded as a response to the expressed need to build research capacity amongst teacher educators conducting research in their own field of teacher education, as Murray et al (2009) and others argued. However, fewer of the participants from the Netherlands were involved in research than participants from other countries.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Nevertheless, these findings do indicate that being research-active is becoming a less uncommon part of professional development, which is also advocated in present policy papers as a means of improving the status of the teacher educator profession (Snoek et al 2011, Lunenberg et al 2014. The prominent role of research may also reflect the process of universification (Ball 1998) that puts higher research demands on teacher educators to earn respect in academia and can be regarded as a response to the expressed need to build research capacity amongst teacher educators conducting research in their own field of teacher education, as Murray et al (2009) and others argued. However, fewer of the participants from the Netherlands were involved in research than participants from other countries.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…What tends to be lacking in the literature is an international comparison of professional development, which was, for example, signalled and emphasized by Murray et al (2009) in their illustrations of teacher educators working in different national contexts and how these may affect teacher educators' work and identities. Until now, only a few studies have been conducted with the intention of facilitating international comparisons of teacher educators' professional development.…”

Section: International Comparisons Of Teacher Educators' Professionalmentioning

confidence: 99%

“…Despite the growing need to exchange information on current practices within European Union Member States and to align teacher educators' continuous professional development at European Union level (see, for example, European Commission 2013), research projects that purposefully compare different countries in this respect remain rather few and far between. This does not imply that teacher educators are ignoring international developments or that they do not have an eye for what is happening abroad, since international networks such as the European Network on Teacher Education Policies, the ATEE and the International Professional Development Association are flourishing.What tends to be lacking in the literature is an international comparison of professional development, which was, for example, signalled and emphasized by 164 M. Van der Klink et al Murray et al (2009) in their illustrations of teacher educators working in different national contexts and how these may affect teacher educators' work and identities. Until now, only a few studies have been conducted with the intention of facilitating international comparisons of teacher educators' professional development.…”

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confidence: 99%

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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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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: International Comparisons Of Teacher Educators' Professionalmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

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 need for research activity is explained by alluding to the fact that an integral part of teacher educators' work is to create new knowledge about teaching (Lunenberg & Hamilton, 2008). Cochran-Smith (2005), Lunenberg and Willemse (2006), and Murray, Swennen, and Shagrir (2009) claimed that teacher educators are a unique group that evinces a deep commitment to social issues coupled with a responsibility to educate and convey unique knowledge that is based on pedagogic proficiency. Therefore, they must perform research in order to add to the knowledge in this field.…”

Section: The Faculty Member's Role As a Scholar In Teachingmentioning

confidence: 99%

Role Perception among Faculty Members at Teacher Education Colleges

Grobgeld¹,

Teichman-Weinberg²,

Wasserman³

et al. 2016

AJTE

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Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective

Yuan

Yang

2021

TESOL Quarterly

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Informed by the perspective of complexity theory, this study seeks to explore two English‐as‐a‐foreign‐language (EFL) teacher educators’ expertise in Hong Kong. Drawing on data from interviews, field observation, and informal communication over one academic year, the study revealed that the teacher educators' expertise entailed different components: 1) a dialogic teaching approach informed by research‐based and contextualized knowledge; 2) emotional intelligence for maintaining personal emotional wellbeing and channeling emotions for effective teaching; 3) a reflective and agentive mindset for continuous learning; as well as 4) willingness and capacity to promote and distribute expertise in multiple communities. The participants’ expertise functioned and transformed through their continuing engagement in different forms of teacher education practice, influenced by their personal beliefs and situated contexts. The study concludes with practical implications for language teacher educators on how to develop their expertise as a complex, adaptive, and evolving system in daily practice.

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Understanding Teacher Educators’ Work and Identities

Cited by 54 publications

References 16 publications

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

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

Role Perception among Faculty Members at Teacher Education Colleges

Unpacking Language Teacher Educators’ Expertise: A Complexity Theory Perspective

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