The teacher educator as a role model

Lunenberg, Mieke; Korthagen, Fred; Swennen, Anja

doi:10.1016/j.tate.2006.11.001

Cited by 395 publications

(195 citation statements)

References 24 publications

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“…The importance of the teacher educator as a role model for the next generation of teachers cannot be underestimated (Smith, 2003;Lunenberg et al, 2007), but there is a current lack of focus within higher education institutions on the identities and roles of teacher educators themselves. Korthagen et al (2005) argue that good teachers do not necessarily become effective teacher educators; they need appropriate training and induction into the range of knowledge and skills required.…”

Section: Teacher Educators' Identitiesmentioning

confidence: 99%

Landmarks in the professional and academic development of mid-career teacher educators

Griffiths

Thompson

Hryniewicz

2013

European Journal of Teacher Education

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Section: Teacher Educators' Identitiesmentioning

confidence: 99%

Landmarks in the professional and academic development of mid-career teacher educators

Griffiths

Thompson

Hryniewicz

2013

European Journal of Teacher Education

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“…The strategy might be productively linked to the use of 'modelling' techniques. For example, Lunenberg et al (2007), describe how the teacher educator might progress from the implicit modelling involved in the 'teach as you preach' approach to a more explicit form of modelling which includes facilitating the translation to the trainees' own varied practices. What is very clear is that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all.…”

Section: Resultsmentioning

confidence: 99%

Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

2009

Teaching in Lifelong Learning

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Analysis of initial teacher training (ITT) student data relating to the University of Huddersfield part-time in-service Cert Ed/PGCE over a three-year period has revealed significant change in the make-up of trainee cohorts. There has been an increase in younger trainees and in trainees very new to teaching, although more experienced and older trainees do continue to enrol. There has also been a considerable shift in the balance of trainees away from further education (FE) college staff. These changes have implications for those who manage and deliver teacher education for the sector. It remains of key importance that the curriculum is not experienced as overly 'FE-college centric' and that mentoring arrangements acknowledge the needs of trainees from diverse contexts. It is clear that in the delivery of ITT for the lifelong learning sector, increasingly, one size will not comfortably fit all. Within teacher education much emphasis is placed upon the role of differentiation in regard to trainee practice. The changing trainee profile identified requires that teacher education itself unambiguously models a differentiated approach -and, in relation to teacher education for the lifelong learning sector, differentiation must address workplace context. IntroductionThis article draws attention to key changes in the profile of initial teacher education trainee populations in the lifelong learning sector and considers the impact of these for the teacher educator. The article summarises diversity characteristics of staff who teach in the lifelong learning sector and identifies their teaching qualification status. An aim of the article is to encourage further exploration of how we might best address the needs of, and ensure relevance for, the diverse groups of trainees identified.

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“…It has also been observed that "teachers teach as they were taught" (Lunenberg, Korthagen, & Swennen, 2007) and increasingly the educators teaching in modular systems also learned about their discipline in such a manner of delivery. Whilst there are clearly many advantages to modular approaches in tertiary education, other approaches also have their merits.…”

Section: Literature Reviewmentioning

confidence: 99%

Engaging undergraduates with research to promote cumulative learning

Connor¹

2016

IJRSE

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This paper argues that academia is undergoing a crisis, particularly in terms of some institutions experiencing growing student disengagement. Many changes to curriculum design and delivery have been focused on the modularisation of degree programmes to promote greater flexibility for a changing student demographic. This paper suggests that modularisation has the potential to create segmented learning, where students learn particular content in isolation and do not create linkages between knowledge gained across different modules. It is suggested that blurring boundaries between modules can address concerns about segmentalism. It is also suggested that blurring boundaries between other academic structures can also add value, for example the distinction between teaching and research. This paper presents a number of examples of work-in-progress strategies for using the creation of a third space of learning where research is used to generate cumulative learning.

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The teacher educator as a role model

Cited by 395 publications

References 24 publications

Landmarks in the professional and academic development of mid-career teacher educators

Landmarks in the professional and academic development of mid-career teacher educators

Differentiation, context and teacher education: the changing profile of trainees on in-service initial teacher training programmes in the lifelong learning sector

Engaging undergraduates with research to promote cumulative learning

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