Who teaches the teachers? Identity, discourse and policy in teacher education

Abstract

In this article we argue that understanding the identities that teacher educators construct for themselves is central to effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of change and identity. It then discusses the central features of identity amongst a group of teacher college educators who have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion in this particular setting.

Learning to become teacher educators: Testimonies of three PhD students in China

“…An important finding that has emanated from the existing research is that learning to become teacher educators, often characterized as a "rocky road" (Wood & Borg, 2010, p. 17), involves a wide range of challenges and tensions (Murray & Male, 2005). New teacher educators, who might be experienced school teachers transitioning into teacher education (Dinkelman, Margolis, & Sikkenga, 2006) or newly minted PhDs without formal school teaching experience (Wilson, 2006), usually need to take up a wide array of responsibilities in their work, such as providing clinical supervision during student teachers' teaching practicum, developing collaborative relationships with frontline teachers, and engaging in academic research and publishing (Robinson & McMillan, 2006;Murray, Swennen, & Shagrir, 2009). These responsibilities, which call for the acquisition of new knowledge and skills and involve strong intellectual and psychological engagement, can be quite challenging for teacher educators who just put their feet in the field of teacher education (Dinkelman, Margolis, & Sikkenga, 2006).…”

Defining Professional Self: Teacher Educator Perspectives of the Pre-ECR Journey.

“…The scenario of classroom teachers transitioning into teacher education with limited experience in research practice emerges from multiple studies, including studies from the United Kingdom, the Netherlands, South Africa, Sweden and Australia (Arremen, 2005;Baguley, 2009;Harrison & McKeon, 2010;Murray & Male, 2005;Sikes, 2006;Robinson & McMillan, 2006;Swennen et al, 2008). These studies each highlight either an implicit or explicit expectation for neophyte teacher educators to contribute to research regardless of their propensity or existing capacity to do so.…”

“…Livingston et al, (2008) emphasise that "a research-oriented investigative approach should become a way of working for all teacher educators" (p. 193). Such expectations -for teacher educators to be producers of teaching and education scholarship and research -further highlights a distinct difference between teacher education and classroom teaching professional contexts (Robinson & McMillan, 2006). Murray (2008) defines teacher educators as "teachers of teachers, engaged in the induction and professional learning of future teachers through pre-service courses and/or the further development of serving teachers" (p. 29).…”

“…The limited experience in research practice that classroom teachers bring with them into teacher education contexts has been extensively reported (see Arremen, 2005;Baguley, 2009;Harrison & McKeon, 2010;Murray & Male, 2005;Sikes, 2006;Robinson & McMillan, 2006;Swennen et al, 2008). Although the transition from classroom to teacher educator context has been acknowledged as a stressful experience (Gourlay, 2011;Jarvis et al, 2012;Murray & Male, 2005;Swennen et al, 2008), what is lacking in these studies is the specific implications this research inexperience has in regard to classroom teachers' capacity to successfully enact transition of professional identity and practice.…”

Negotiating Identities in the Transition from Graduate Student to Teacher Educator

“…Implications of this evolution require those involved in teacher education policies to pay attention to current research and trends. Robinson and McMillan (2006) were clear in their directives for teacher educator practice whereby "reflection and enquiry need to become essential aspects of the lives of teacher educators" (p. 328). As Zeichner (2005) also argued that teacher educators are committed in their desire to be effective in their practice, teacher educators need to embrace reflection and enquiry into their practice and university policy makers should support teacher educators' endeavours to do so.…”