Strategies Employed by Pre-service Teacher Educators in Ireland in Order to Develop Second-Order Knowledge

Dolan, Rose

doi:10.1007/978-3-030-01612-8_13

Cited by 1 publication

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“…Teacher educators are considered pivotal to education systems globally in impacting the quality of teaching while the connection between student achievement and teacher quality is well established (Darling-Hammond, 2000;OECD, 2014;). Once described as "hidden professionals" (Livingston 2014, 219), a growing corpus of literature gives visibility to who they are and what their work involves (inter-alia Loughran, 2007;Williams, 2014;MacPhail et al, 2018, Dolan, 2019. Studies have been largely confined however to teacher educators working in initial teacher education potentially leading to narrow understandings of who teacher educators are and what they do.…”

Section: Introductionmentioning

confidence: 99%

Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency

O’Donnell

2023

Irish Educational Studies

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In Ireland state funded support services provide Continuing Professional Development (CPD) for teachers and school leaders. These services are staffed with teachers seconded from their schools on an annual basis for up to a maximum of five years. This study investigated the learning and experience of teachers seconded to a national cross-sectoral support service, the Professional Development Service for Teachers (PDST) and how this influences their postsecondment career. It employed qualitative interviews to explore this from the perspective of teachers previously seconded to the PDST. The theoretical framework was rooted in the field of career dynamics setting out three stages (Entry, Experience, Exit) navigated by teachers from entering the service through to their departure. This article focusses primarily on the study findings for the Experience stage while necessarily providing some key insights from the Entry stage. In the context of a considerably under-researched area both in Irish and international teacher education, the findings bring due attention to the distinct role and identities of teachers seconded as what this study calls "Continuing Teacher Educators" (CTEs). Findings show that the learning acquired by these teachers is extensive while also revealing tensions encountered in managing hybrid identities as teachers/teacher educators. Notably they expose precarious tensions between the catalytic impact of secondment and the uncertain nature of its tenure. For most, this eventuates in a premature departure from the service to other careers, paradoxically having reached proficiency as teacher educators. Recommendations centre on career pathways for teachers seconded to support services and a review of current secondment stipulations within a need to privilege transformative CPD models in the system.

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Section: Introductionmentioning

confidence: 99%

Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency

O’Donnell

2023

Irish Educational Studies

View full text Add to dashboard Cite

show abstract

Strategies Employed by Pre-service Teacher Educators in Ireland in Order to Develop Second-Order Knowledge

Cited by 1 publication

References 22 publications

Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency

Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency

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