scholarly journals Tensions, Transformations and Travel

2021 ◽  
Vol 13 (2) ◽  
pp. 132-144
Author(s):  
Hannah Soong ◽  
David Caldwell
Keyword(s):  
Professional Development ◽  
Research Method ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Multiple Identities ◽  
Study Tour ◽  
Overseas Study ◽  
Complex Dimensions

This paper discusses the dynamic and complex dimensions of ‘becoming’ a cosmopolitan teacher educator through an overseas study tour. It employs autobiography as a research method to interpret the experiences of an overseas study tour, and how it has engaged the teacher educators in self-reflexivity of their negotiation of multiple identities: academic, personal and cultural. Our self-narratives reveal how becoming cosmopolitan educators is not only intimately linked to the process of re-construction of oneself as a reflexive person. The process can also be conflicting and unsettling because of how we were positioned by our pre-service teachers. It concludes by highlighting the conditions in which our multiple identities come into existence and how they shape our ways of becoming, and the need for teacher educators to engage in a continual process of professional development as cosmopolitan teacher educators.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Theoretical Foundations of Teachers' Professional Development

2010 ◽  
pp. 1-19 ◽  
Author(s):  
Ingrid Helleve
Keyword(s):  
Professional Development ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Main Concern ◽  
Policy Makers ◽  
Online Learning Communities ◽  
Educational Environments ◽  
Personal Attitudes ◽  
Teachers Professional Development ◽  
Theoretical Foundations

To be a professional teacher or teacher educator means to participate in an ongoing learning process. The main concern of teachers is to guide and help students to learn. This means that teaching is by its nature closely connected to personal attitudes and values. Accordingly teaching and teachers’ professional development cannot merely be dictated by policy-makers. Ongoing learning and reflection concerning education has to be built on teachers’ own participation. Recent research shows that teacher educators undergo the same kind of development as teachers do. Throughout this chapter the author argues for a close connection between teachers and teacher educators as a prerequisite for ongoing professional development in education. Possibilities to communicate through online learning communities have made reflective activities through action research between distant educational environments easier to organize and facilitate.

The Relationship Between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators

2018 ◽  
pp. 1154-1170
Author(s):  
Cheresa Greene-Clemons
Keyword(s):  
Professional Development ◽  
Transformational Leadership ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Leadership Characteristics ◽  
Teacher Student ◽  
Research Findings ◽  
Relationship Of ◽  
The Relationship

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.

Adding the “Digital Layer”

2013 ◽  
pp. 345-357
Author(s):  
Troy Hicks
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Summer Institute ◽  
Digital Writing ◽  
Subsequent Work ◽  
Pedagogical Content ◽  
Writing Project

Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such “transformational” experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate digital writing into teacher education and K-12 schools (NWP, et al., 2010), professional development models that support teachers’ “technological pedagogical content knowledge” (Mishra & Koehler, 2008) related to teaching digital writing are few. This case study documents the experience of one teacher who participated in an NWP summer institute with the author, himself a teacher educator and site director interested in technology and writing. Relying on evidence from her 2010 summer experience, subsequent work with the writing project, and an interview from the winter of 2013, the author argues that an integrative, immersive model of teaching and learning digital writing in the summer institute led to substantive changes in her classroom practice and work as a teacher leader. Implications for teacher educators, researchers, and educational policy are discussed.

The Relationship between Transformational Leadership Characteristics and Multicultural Education Practices in Teacher Educators

2016 ◽  
pp. 1603-1619
Author(s):  
Cheresa Greene-Clemons
Keyword(s):  
Professional Development ◽  
Transformational Leadership ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Leadership Characteristics ◽  
Teacher Student ◽  
Research Findings ◽  
Relationship Of ◽  
The Relationship

This study focuses on the relationship of transformational leadership characteristics in teacher educators and their multicultural education practices as an avenue to prepare and produce more teachers for the increasingly diverse P-12 student population in the 21st century. The more transformational leadership characteristics teacher educators possess, the more multicultural education practices are carried out by them towards producing and transforming teachers to carry out the same characteristics and practices in their classroom. Examples in this study illustrate the importance of the relationship in the teacher educator/teacher-student cycle. Overall, the research findings support that there is a relationship between teacher educators' transformational leadership characteristics and multicultural education practices. Finally, this study highlights the need to provide professional development for teacher educators to enhance their transformational leadership characteristics as well as their multicultural education practices.

scholarly journals Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

2020 ◽  
pp. 47-54
Author(s):  
Bregje de Vries ◽  
◽  
Anja Swennen ◽  
Jurriën Dengerink ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Development Program ◽  
Building Blocks ◽  
Design Principles ◽  
Development Programs ◽  
Self Study ◽  
Inquiry Dialogue

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.

Examining the long-term impact of participating in a professional development community of music teacher educators in the USA: An anchor through turbulent transitions

2017 ◽  
Vol 36 (2) ◽  
pp. 145-159 ◽  
Author(s):  
Kristen Pellegrino ◽  
Julie Derges Kastner ◽  
Jill Reese ◽  
Heather A. Russell
Keyword(s):  
Professional Development ◽  
Sense Of Community ◽  
Collaborative Research ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Process ◽  
Early Career ◽  
Music Teacher ◽  
Long Term Impact

Peer mentoring and participating in professional development communities (PDCs) have been documented as supporting individuals through the transition into the teacher educator profession. However, Gallagher, Griffin, Parker, Kitchen, and Figg (2011) suggested future researchers examine the lasting impact of participating in PDCs. The purpose of this study was to explore and describe the long-term impact of participating in a PDC of music teacher educators. We, as four participant-researchers and one participant, were five early-career women music teacher educators in tenure-track positions at different institutions, reflecting back on our PDC and collaborative research experiences. We used a social constructivist framework to examine how we made sense of our experiences. Data included individual interviews, paired interviews, reflective journals, and a Facebook group. Findings included: (a) feeling empowered through a sense of community and support; (b) coming to new understandings of ourselves as music teacher educators; (c) experiencing benefits and challenges of our collaborative research process; and (d) still learning/becoming. The sense of community and support, benefits from collaborating on research, and opportunities to “play” with our developing identities had lasting professional and personal implications, which helped us successfully navigate the transitions and provided an anchor during the turbulent process of becoming music teacher educators.

The Cycle of Enactment and Investigation

2021 ◽  
Vol 4 (1) ◽  
pp. 30-48
Author(s):  
Limin Jao ◽  
Gurpreet Sahmbi ◽  
Maria-Josée Bran Lopez
Keyword(s):  
Professional Development ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Experienced Teacher ◽  
Before And After

Novice teacher educators (NTEs) occupy a complex role of teaching pre-service teachers and typically do not have formalized supports or professional development. This study used the Cycle of Enactment and Investigation (CEI) as framework for NTE professional development. NTEs engaged in a modified CEI that emphasized repeated individual and collective analyses before and after enactments. Findings suggest that this framework allowed the NTEs to engage in the work of a teacher educator with the support of each other and a more experienced teacher educator. This study highlights the need for further research on ways of supporting NTEs.

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