Professional identity and educational reform: confronting my habitual practices as a teacher educator

Doecke, Brenton

doi:10.1016/j.tate.2003.12.001

Cited by 23 publications

(10 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…After providing an anecdote about the process through which he became a teacher educator, he stated that in order to have a successful transition from teacher to teacher educator, individuals should be aware of the features of teacher education programs and policy debates about how teachers learn to teach. A similar idea was proposed by Doecke (2004) who believes that knowledge of the immediate sociopolitical context is a teacher educators' integral responsibility.…”

Section: Pedagogical Knowledge and Teacher Ducatorsmentioning

confidence: 79%

“…There is a considerable body of research (e.g. Doecke, 2004;Chauvot, 2009) supporting the idea that socio-political and contextual knowledge is crucial in determining the success of a teacher educator. Moreover, the same studies suggest that teacher educators should know how to collaborate with teacher candidates, their colleagues, and other educational stakeholders.…”

Section: The Qualitative Phasementioning

confidence: 99%

See 1 more Smart Citation

English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories

Moradkhani

Akbari

Samar³

et al. 2013

AJTE

View full text Add to dashboard Cite

The aim of this study was to determine the major categories of English language teacher educators' pedagogical knowledge base. To this end, semi-structured interviews were conducted with 5 teachers, teacher educators, and university professors (15 participants in total). The results of data analysis indicated that teacher educators' pedagogical knowledge encompasses eight macro categories; namely, knowledge of language and related disciplines, knowledge of ELT theories, skills, and techniques, knowledge of context and social relations, knowledge of class, time, and learning management, knowledge of research and professional development, knowledge of practicum, knowledge of teachers and their assessment, and knowledge of reflective and critical teaching. Among these categories, the first four ones are shared by language teachers, while the rest belong to the domain of teacher educators. The findings also revealed no significant statistical difference among the categories proposed by the three groups of the participants. The results are discussed and suggestions are provided for future research.

show abstract

Section: Pedagogical Knowledge and Teacher Ducatorsmentioning

confidence: 79%

Section: The Qualitative Phasementioning

confidence: 99%

English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories

Moradkhani

Akbari

Samar³

et al. 2013

AJTE

View full text Add to dashboard Cite

show abstract

“…She echoes a recent survey of teacher-education practices which concluded that most teachers come to hold clear and positive educational values but struggle to align practice with their stated values (James and McCormick 2009). Further, the experience of an Australian teacher educator evoked the same tensions (Doecke 2004).…”

Section: Discussionmentioning

confidence: 97%

Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity

Rogers

2011

Journal of Curriculum Studies

View full text Add to dashboard Cite

A coherent view of student-teachers' preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university-based teacher-education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student-teacher experience is still a relatively limited one. This paper takes the view that student-teachers' epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students' emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case-study hold important implications for a teacher-education programme and for effective pedagogic practice.

show abstract

“…Teacher educators need to be supported in finding new ways to explore their professional identity -to understand and talk about their work (Doecke, 2004). Murray and Male (2005:132) give the example of Joanne, a teacher who made the move to initial teacher education and who subsequently found the expectations of research to be a source of stress: 'I've been here for two years now and I still don't see myself as an 'academic'.…”

Section: Discussionmentioning

confidence: 99%

Professional Development for Teacher Educators: The Missing Link?

Lewis¹

2017

wales j educ

View full text Add to dashboard Cite

Within Wales, teacher training has been placed under considerable scrutiny (Estyn, 2012;. The focus for future development in the sector has largely emphasised systems, models and structures. Within this paper I will suggest why, in my own experience, ensuring high quality professional development opportunities for teacher educators is so important. For the purpose of this paper, I will take the view that teacher educators are 'all those who actively facilitate the (formal) learning of student teachers and teachers ' (European Commission, 2013: 8). The paper identifies some of the challenges facing teacher educators wishing to undertake professional development, such as practical issues, teacher educators' professional identity and the perceived value of different types of professional knowledge. It also considers the benefits of teacher educators undertaking research activity, and why these opportunities may contribute to the 'research-rich' educational systems that are highlighted as best practice (eg Leat et al, 2014). It aims to indicate why professional development in teacher education must not be the 'missing link' in educational reform. This paper puts these challenges and benefits into context through reflection on the experiences I had during my doctoral studies. It therefore takes a retrospective narrative approach -I will provide 'rememberings, retrospections and constructions' (Freeman, 1984:4) of my personal experiences of professional development as evidence.

show abstract

Professional identity and educational reform: confronting my habitual practices as a teacher educator

Cited by 23 publications

References 8 publications

English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories

English Language Teacher Educators’ Pedagogical Knowledge Base: The Macro and Micro Categories

Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity

Professional Development for Teacher Educators: The Missing Link?

Contact Info

Product

Resources

About