Teacher educators' induction into Higher Education: work‐based learning in the micro communities of teacher education

Developing a research profile: mentoring and support for teacher educators

“…Up to date knowledge of children, schools and classrooms was the most frequently cited strength -'first hand experience of working with children' (teacher educator, new university) -as well as subject knowledge expertise, as found in other studies (Dinkelman et al 2006, Murray 2008. Being 'passionate' about their subject was mentioned by teacher educators in each university as a particular strength.…”

“…As found in other studies (Murray 2008, Harrison & McKeon 2008, the teacher educators were mostly highly experienced teachers who had held positions of responsibility in schools such as head of department, subject or year leader and deputy head. The research mentors also had considerable previous teaching experience, including a former head teacher, deputy head, advisory teacher and head of department.…”

“…It will be argued that Lave and Wenger's (1991) theory of legitimate peripheral participation is particularly useful when considering the transition of teacher educators from a school-focused workplace to a higher education context. However, other researchers in this field (Murray 2008, Harrison & McKeon 2008 have argued that this framework is insufficient to explain the complex processes at work. To supplement this, we have found Eraut's (20004) research on informal learning in the workplace valuable in helping to identify key factors affecting successful transitions.…”

“…Similarly, Murray (2008) stresses that teacher educators are characterised by a strong sense of commitment to students, with teaching as their 'anchor of professional identity ' (2008:119), low self confidence in relation to academic roles and varying attitudes to research. Murray (2008) found that induction into research was particularly weak, with few opportunities to work alongside experienced researchers in a 'collaborative learning environment ' (2008:126). developing a professional identity and the value of role models as a key factor.…”

“…Harrison and McKeon (2008), also in the UK, argue that teacher educators face numerous challenges in making the complex transition into new academic roles; they can therefore lack confidence and often still see themselves as teachers. Similarly, Murray (2008) stresses that teacher educators are characterised by a strong sense of commitment to students, with teaching as their 'anchor of professional identity ' (2008:119), low self confidence in relation to academic roles and varying attitudes to research. Murray (2008) found that induction into research was particularly weak, with few opportunities to work alongside experienced researchers in a 'collaborative learning environment ' (2008:126).…”