Forging a Pedagogy of Teacher Education: The challenges of moving from classroom teacher to teacher educator

Easing Into the Academy: Using Technology to Foster Cross-Institutional Critical Friendships

“…Much has been written about the difficult transition from classroom teaching to the professoriate in schools of education (Dinkelman, Margolis, & Sikkenga, 2006;Ritter, 2007). In line with this body of research, we each found this transition challenging and isolating.…”

Embracing Institutional Authority: The Emerging Identity of a Novice Teacher Educator

“…Also, because new teacher educators are often thrust into their positions with little training or support (Tom, 1997;Zeichner, 2005), they generally have little time to sufficiently consider the difficulties of becoming a teacher educator. In other words, a prevalent route into the work of teacher education is to require individuals to develop a new professional identity while engaging in the act of the practice for the first time (Ritter, 2007). Given the general ambiguity of what it means to be a teacher educator, a significant challenge emerges for first-time teacher educators who are faced with reconciling the unfamiliarity of their position, the discomfort of redefining their identities, and the demands of preparing successful teachers.…”

A Personalised Needs-Led Group Approach to Induction: Perceptions of Early Academics in a University School of Education

“…'The actual transition from classroom teacher to teacher educator appears to be an involved process' (Ritter, 2007:6); there are differences as well as similarities in the roles and the change is complex and challenging (Ritter, 2007). Lave and Wenger (1991) argue that learning in the context of the workplace setting, through initially participating peripherally and then entering more fully into a community of practice is a social process.…”