What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators

Goodwin, A. Lin; Smith, Laura; Souto‐Manning, Mariana; Cheruvu, Ranita; Tan, Mei Ying; Reed, Rebecca; Taveras, Lauren

doi:10.1177/0022487114535266

Cited by 199 publications

(154 citation statements)

References 38 publications

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“…If that context does not enhance sustainability, why should the graduated teachers be ready to take such steps when they start working in schools? In their study of teacher educators, Goodwin et al [63] found that teacher educators realized that their work relates to the larger contexts in which it is situated. A quarter of the respondents saw it as challenging to navigate among agendas and policies at the universities, since these agendas are often in conflict with their own view of their work.…”

Section: Sustainability In Policy Documentsmentioning

confidence: 99%

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High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

et al. 2017

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Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland-a country highly valued for its education-as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

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Section: Sustainability In Policy Documentsmentioning

confidence: 99%

“…As Goodwin et al have pointed out, "Quality teacher education relies on quality teacher educators" [63] (p. 284). Therefore it is important to investigate teacher educators' views on sustainability and the implementation of sustainability in their work.…”

Section: Sustainability In Teacher Educationmentioning

confidence: 99%

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

et al. 2017

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“…They face tensions regarding their identities (Williams, Ritter, & Bullock, 2012) that consequently influence their work. In university settings, TEs may be hired for their content or discipline knowledge, with little or no attention paid to their knowledge of teacher educating methods (Goodwin et al, 2014).…”

Section: Tes As Self-regulatory Professionalsmentioning

confidence: 99%

Internal and external forces: Technology uses among English language teacher educators in South Korea

Rubadeau¹

2018

AJET

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Surprisingly little has been written about the technology-related roles and practices of teacher educators. Even less is known about the adoption of technologies by teacher educators in the field of teaching English to speakers of other languages (TESOL), even in the technology-rich nation of South Korea. The purpose of the present in-depth instrumental multiple case study was to explore internal and external forces in the integration of digital technologies into the pedagogical practices of TESOL teacher educators at a university in South Korea. Data collected over 20 weeks included four rounds of semi-structured interviews and two sets of classroom observations for each of the five focal participants, interviews with an administrator, written reflections, field notes, photographs, and document review. Five key forces were identified that worked in tension with voluntary use of technologies to mediate their extensive use in the teacher educators' practice. This study contributes to research gaps on the roles and technology-related practices of TESOL teacher educators. TESOL program administrators and teacher educators will particularly benefit from the light shed on teacher educator cognitions and praxis in this study.

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“…The studentcentered learning of environmental exploration may be conducted using active-and cooperativebased strategies. Therefore, teachers should support, supervise and guide students to achieve the desired competencies (Goodwin et al, 2014). (Williams, 2014) added that there are three teacher essential dimensions in the teaching and learning process; that is, (1) managing the teachers conception relating to personal identity, (2) identifying the perspective change related to the teaching and learning process, (3) negotiating complex professional relationships associated with learning.…”

Section: The Prototype Of Lesson Design and Workbooksmentioning

confidence: 99%

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

2017

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This research was conducted for analyzing Technological Pedagogical and Content Knowledge (TPACK) of biology prospective teachers in Riau Province. The study was carried out to fulfill Indonesian Government's policy on Indonesian Qualification Framework (IQF) 6-Level. This development research aimed to analyze, design and develop a model to enhance the competency and competitiveness of Education College graduates to meet their professional, social and industrial needs. This paper discussed a preliminary study of the developed models for strenghtening the prospective teachers from Biology Education Departement, conducted through a survey of 243 students from four different colleges of education in Riau Province. The data were collected through a test and interview. The instruments used contained seven variables of knowledge, namely Technology, Paedagogy, Content, Technological Paedagogy, Technological Content, Technological knowledge and TPACK. The instruments was improved through their validity and reliability test. The TPACK performance of Prospective Biology teachers seemed low. Based on the need analysis two products will be generated. First, a lesson design and the second was a work books. This study had an implications for increasing the competence of biology education graduates. The lesson design and competency test instruments could be used for College of Biology Education and teacher professional education in developing competency test for selection system. The TPACK workbook could be used as teacher enrichment in sustainable profession development such as classroom action research, learning innovation contest, and science teacher olympiad.

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What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators

Cited by 199 publications

References 38 publications

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Internal and external forces: Technology uses among English language teacher educators in South Korea

Technological Pedagogical and Content Knowledge of Biology Prospective Teachers

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