Clinical faculty associates serving as hybrid teacher educators: Personal and professional impacts

Abstract

BackgroundUniversity supervisors in teacher education assume a complex and demanding role, which is essential to the development of prospective teachers, but is often underappreciated or ignored.AimThis descriptive study was designed to explore former clinical faculty associates’ (CFAs’) perceptions of the challenges and opportunities inherent in their work as CFAs, and the influence of this experience on their future professional work.Materials and methodsUsing survey research methodology, followed by selected individual interviews, this paper focuses on the experiences of CFAs, highly respected PK-6 teachers employed by the university for 2–3 years to serve as university supervisors.Results and conclusionAlthough participants reported facing several professional and personal challenges as CFAs, they also described opportunities to participate in a wide variety of professional experiences that positively impacted their future work. Furthermore, most reported feeling the CFA experience was professionally renewing and brought opportunities to build strong personal and professional relationships that cross institutional boundaries.

How to develop four competencies for teacher educators

“…Additionally, this profession is heterogeneous since it involves those working in different contexts. Teacher educators are classified into school-based, university-based (Murray et al, 2021), community-based teacher educators (White, 2019), and hybrid teacher educators (Hall-Kenyon et al, 2022). These groups have different occupational tasks, work expectations, and qualifications.…”