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

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

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Teacher educators’ perceptions of their profession in relation to the digitalization of society

Journal of Praxis in Higher Education ◽

10.47989/kpdc80 ◽

2020 ◽

Vol 1 (1) ◽

pp. 87-110

Author(s):

Anna Roumbanis Viberg ◽

Karin Karin Forslund Frykedal ◽

Sylvana Sofkova Hashemi

Keyword(s):

Digital Technology ◽

Teacher Educators ◽

Teacher Educator ◽

Educational Institutions ◽

Structured Interviews ◽

Individual Group ◽

Exploratory Approach ◽

Personal Experiences ◽

Professional Self ◽

The Individual

This study takes an exploratory approach to investigating Swedish teacher educators’ perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teacher educators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self.

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Becoming a Teacher Educator: Perspectives from the United Kingdom and the United States

The Professional Education and Development of Teachers of Mathematics - New ICMI Study Series ◽

10.1007/978-0-387-09601-8_13 ◽

2009 ◽

pp. 113-119 ◽

Cited By ~ 2

Author(s):

Sue Pope ◽

Denise S. Mewborn

Keyword(s):

United States ◽

United Kingdom ◽

Teacher Educator ◽

The United States ◽

The United Kingdom ◽

Educator Perspectives

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PEDAGOGICAL CONDITIONS OF TRAINING FUTURE MASTERS OF MEDICINE FOR PEDAGOGICAL ACTIVITY IN HIGHER MEDICAL INSTITUTIONS OF EDUCATION

Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work» ◽

10.24144/2524-0609.2021.49.47-50 ◽

2021 ◽

pp. 47-50

Author(s):

Vasyl Humeniuk

Keyword(s):

System Analysis ◽

Teacher Educator ◽

Educational Process ◽

Educational Institutions ◽

Medical Institutions ◽

The Future ◽

Theoretical Generalization ◽

Professional Self ◽

General Scientific ◽

Medical Disciplines

The training of future masters of medicine for teaching is extremely important. On the shoulders of doctors rests the responsibility for people's lives, for the future of the nation. The modern doctor, interacting with patients and colleagues, should take the position of not only a physician, but also the position of a teacher, educator, assistant, friend, and mentor. Pedagogy helps to form, develop and implement all these qualities. Knowledge in the field of pedagogy helps a doctor to become a worthy profession representative, easy to communicate with varous group of population, while demonstrating high professionalism and generosity. The aim of the study is to reflect the pedagogical conditions of training of future masters of medicine for teaching in higher medical educational institutions. Research methods applied: system analysis, logical and theoretical generalization, grouping and comparison. It has been established that pedagogical conditions provide the creation of an educational environment for the training of future masters of medicine in higher medical educational institutions. By pedagogical conditions of training the future masters of medicine for pedagogical activity in higher medical educational institutions is understood: (i) the orientation of the educational process on the formation of motivational and value attitude of future masters of medicine to pedagogical activity in the health care system; (ii) pedagogically oriented connotation of the content and methods of studying the general scientific and medical disciplines; (iii) optimal combination of educational forms, methods, technologies in the obtaining by future masters of medicine the pedagogical component in medical practice; (iv) stimulating the future masters of medicine to personal and professional self-development.

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