scholarly journals Responding to Uncertainty: Teacher Educator Professional Development Through Co-Teaching and Collaborative Reflection

2015 ◽  
Vol 8 (2) ◽  
pp. 245-259 ◽  
Author(s):  
Nancy Luke ◽  
Carrie Rogers
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teacher Educators ◽  
Teacher Educator ◽  
College Of Education ◽  
Collaborative Reflection ◽  
Value Conflict ◽  
New Faculty ◽  
Faculty Positions ◽  
Narrative Format

This exploratory paper describes the collaborative planning, reflection, and teaching for two teacher educators in the process of professional development and acclimation to new faculty positions in a College of Education. As a result of intense and reflective conversations, they discovered a mutual interest in the writings of Schön (1987) and found that his work on uncertainty, uniqueness, and value conflict served as a useful heuristic for understanding their shared experience of co-teaching a curriculum course. Their experiences of reflection in and on action, and their subsequent commitment to changes in their practice as teacher educators, are told in a narrative format to help other college educators see the personal as well as professional growth and development that occurred for both.

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.

Using ePortfolios to Facilitate Professional Development Among Pre-Service Teachers

2011 ◽  
pp. 340-357 ◽  
Author(s):  
Gail Ring ◽  
Sebastian Foti
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teacher Education Program ◽  
College Of Education ◽  
Small Population ◽  
Electronic Portfolio ◽  
Single Class ◽  
Elementary And Secondary Education ◽  
Electronic Teaching ◽  
The Impact

The purpose of this study was to examine an electronic portfolio project as it was implemented in a teacher education program in a College of Education to determine how these electronic teaching portfolios affect a student’s professional development. Much of the recent portfolio research discusses portfolio implementation in an anecdotal manner, focusing on studies undertaken in a single class, or with a small population of pre-service teachers. This study investigated the implementation of an electronic portfolio project throughout a four-year period, collecting data from students enrolled in the Early Childhood, Elementary, and Secondary Education programs. It explored the impact the development of an ePortfolio had on the professional growth of these students.

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.

Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally

2011 ◽  
Vol 27 (5) ◽  
pp. 880-890 ◽  
Author(s):  
Tiffany Gallagher ◽  
Shelley Griffin ◽  
Darlene Ciuffetelli Parker ◽  
Julian Kitchen ◽  
Candace Figg
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Self Study

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 A Case Study of Teaching High-level Reflection to Teachers: Dissecting My Failing Journey

2020 ◽  
Vol 8 (9) ◽  
pp. 35
Author(s):  
Jung-ah Choi
Keyword(s):  
Teacher Education ◽  
Professional Growth ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Culture Of Inquiry ◽  
Paradigmatic Change ◽  
High Level

While the teacher education literature stressed the importance of teachers’ reflection for the purpose of their professional growth, very few focus on teacher’s personal intellectual growth, intelligent dispositions. In fact, teacher educators are concerned about teachers’ anti-intellectualism, as most teachers stay at their comfort zone and resistant against complex higher order thinking. This case study is an attempt to showcase how to enhance teachers’ intellectual growth in the university classrooms. Using Valli’s typology of reflections, this study first identifies what level of reflections teachers engage, and documents what attempts I, as a teacher educator, made to promote higher order thinking. The finding confirms the existing literature that teachers tend to engage in pragmatic/practical thinking, and are not ready, or not willing, to take up a deeper level of intellectual reflections. My efforts to cultivate a culture of inquiry became unsuccessful, because teachers’ practicality-oriented mindset conflicts with my goal of promoting nonpragmatic inquiry, i.e., higher order thinking. This study leaves an implication for teacher educators: Teacher education curriculum oughts to undergo a paradigmatic change from pragmatic inquiry into non-pragmatic inquiry to allow teachers beyond the normative framework, and nourish teachers’ intellectual life.  

scholarly journals Caring, Sharing and Giving without any Hesitation: Teacher Educators’ Perceptions and Practices of Citizenship Education at Sultan Qaboos University in Oman

2021 ◽  
Vol 10 (3) ◽  
pp. 1437-1447
Author(s):  
Saif Al-Maamari
Keyword(s):  
Professional Development ◽  
Educational System ◽  
Citizenship Education ◽  
Teaching Practices ◽  
Qualitative Method ◽  
Teacher Educators ◽  
College Of Education ◽  
Sultan Qaboos University ◽  
Current Article

<p style="text-align: justify;">Citizenship education has been recognised as a desirable attribute of students both by the educational system and Sultan Qaboos University in Oman. The aims of citizenship education will be difficult to achieve unless teacher educators incorporate citizenship education as a main outcome of their courses. Yet, that mainly depends on their understanding of the meaning of citizenship and what the component is that they ought to develop. The current article aims to analyse the perceptions of teacher educators about citizenship and their related teaching practices. Study adopted a qualitative method to collect the data by interviewing five teacher educators from college of education, Sultan Qaboos University. The findings showed that those educators associated citizenship with patriotism and a personally responsible vision of citizenship. In addition, they reported limited practices pertinent to citizenship education and clearly expressed their need for professional development in citizenship education.  </p>

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