Teacher educators’ identities and work in England at the beginning of the second decade of the twenty-first century

Academic work and proletarianisation: A study of higher education-based teacher educators

“…Murray & Male 2005, Murray & Kosnik 2011, Loughran 2011, Murray, Czerniawski, & Barber 2011, Swennen & van der Klink 2009, Swennen, Jones & Volman 2010, professional lives and career transitions (e.g. Carillo & Baguley 2011, Ducharme 1993, Harrison & McKeon 2008 and induction and professional development needs, most especially concerned with research development (e.g.…”

Transition From Teacher To Teacher Educator – Teacher Educator´s Perceptions

“…The transition can be stressful and experienced by NTEs in terms of their being "deskilled" [1]. From having high status in schools, they can feel like they have to start over from the beginning [12].…”

“…Important as this may be for academic credibility, Smith [17] raises the question of whether this will distance TE from the reality of schools. However the interest in research can vary among teacher educators [12]. From both an individual and an institutional perspective, Dinkelman [5] asks whether it is realistic that teacher educators should spend a large proportion of their time researching TE rather than actually teaching it.…”

“…By focusing less on acquiring academic credibility, TE can shift to providing job training to candidates rather than instilling in them a professional identity and the ability to participate in development of the field [20]. Depending on the university structure, the NTEs may work in a context where there is a divide between teaching and research, or where there are higher expectations that they will perform research [12]. Even though this latter study concerns teacher educators at university, there is a need to include school-based teacher educators in research, to expand their understanding of the teacher educator role [9].…”

Å undervise om å undervise - Lærerutdanneres kompetanse sett fra deres eget og fra lærerstudenters perspektiv

“…Denne eksplorative studien undersøker laererutdannerne som profesjonsutøvere sett fra eget og studenters perspektiv. Studien er del av et større prosjekt: «The Academic Tribe of Teacher Educators» (Murray, Czerniawski, & Barber, 2011), og inkluderer tre land: England, Norge og Tyskland. Denne artikkelen fokuserer på den norske delen av prosjektet, hovedsakelig med universitetenes laererutdanning for trinn 8-13 som ramme.…”