Becoming a Teacher Educator Abstract In this chapter, the authors continue their personal narratives with a focus upon their experiences of making the transition from teacher and doctoral student to teacher educator.
Author: Mike Hayler
Publisher: Springer Nature
This book presents a duoethnographic exploration and narrative account of what it means to be a teacher educator today. Adopting a narrative approach, the book presents different personal, political and institutional perspectives to interrogate common challenges facing teacher education and teacher educators today. In addition, the book compares and contrasts the teacher education landscapes in Australia and the UK and addresses a broad range of topics, including the autobiographical nature of teacher educators’ work, the value of learning from experience, the importance of collegiality and collaboration in learning to become a teacher educator, and the intersection of the personal, professional and political in the development of teacher educator pedagogies and research agendas. Each chapter combines personal narratives and research-based perspectives on the key dimensions of teacher educators’ work that can be found in the literature, including self-study research. Readers will gain a better understanding of the processes, influences and relationships that make being a teacher educator both a challenging and rewarding career. Accordingly, the book offers a valuable asset for university leaders, experienced and beginning teacher educators, and researchers interested in the professional learning and development of teacher educators.
It needs to respond to society's wider cultural, social and economic needs and the impact these have upon education and schooling. If we acknowledge that being a teacher must move beyond technical competence to understanding the values ...
Author: Philip M Bamber
Teacher education is experiencing a period of dramatic and arguably irrevocable change within a wider context of turbulence in the English education system. With contributions from a range of teacher educators and academics in the field, Teacher Education in Challenging Times presents sustainable, robust, and informed responses to the challenges posed by the current unrest in the education sector. This book considers the nature of teacher professionalism, the nurturing of truly collaborative partnerships between universities, schools and other agencies, and developments in practice with tangible impact for children and young people. Drawing on important research and illustrations of policy and practice from England and other countries, chapters present a series of counter-cultural ideas, principles and practices that respond to pressing challenges facing educators in a range of contexts. Positive and forward-looking, this book offers a robust defence of the present need for high-quality teacher education in challenging times. This book is a timely contribution to an international debate about the future of teacher educators and should be of key interest to academics, researchers and postgraduate students in the fields of teacher education, philosophy and sociology of education, policy and politics of education, and pedagogy. It will also appeal to a range of practitioners, including trainers, local authority officers, professional groups, educational service providers, and educational and school improvement consultants.
They have made the decision to enter a degree in teaching and to become teachers in challenging times. Most of them mentioned the difficult times that the teaching profession has been through over recent years among which are the ...
Author: Cheryl J. Craig
Publisher: Emerald Group Publishing
The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.
The cuts in budgets signal that many teachers are being asked to maintain and improve the level and quality of service with declining levels of resource and support. Creative responses are needed as decision-makers plan future ...
Author: Joan Stephenson
Teacher education in a financial crisis – what are the consequences and how can probity be maintained? Education, like most other parts of everyday life, is experiencing the challenges brought about by global financial constrictions. This book presents the experiences and views of practising teacher educators from multiple countries and continents on how the melt-down in world economics has affected and will continue to affect teacher education and concomitant experiences in schooling. The ramifications are seen to extend into every aspect of teacher preparation, continuing staff development and teacher support, and there are significant implications for the quality of teaching and learning, and the ethos and standing of the process of education as a whole. Drawing on educational theory and social, political, and economic discourses, the book addresses issues such as policy, philosophy, organisation, funding, resources, modes of teaching and learning, curricular change, recruitment and retention, amongst others, and provides a snap-shot across diverse contexts. It aims to provide an evaluative, analytical but reflective picture of teacher education in the light of the world economic crisis, whilst exploring good practice and suggesting future strategies to develop the quality of teacher education and professional support, teaching and learning. The volume provides an insight into the need for a new paradigm for teacher education: one that involves teacher educators in devising a discourse of positive and radical change. It will be a valuable resource for teacher educators, educational leaders, policy makers, educational commentators and teachers seeking to engage with the scholarship of teaching as a means to engage in continuous professional development.
Challenging. Times. in. Teacher. Education. This book is timely. The authors have thoughtfully captured some of the headline issues that need to be addressed in teacher education in these challenging times. Importantly, Schuck, Aubusson ...
Author: Sandy Schuck
This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
36) In these challenging times when teacher education appears to be under siege about what it should look like, how it should be structured, and the immediate and measureable impact it should have on beginning teachers' practice ...
Author: Gayle A. Buck
Self-study research is making an impact on the field of science education. University researchers employ these methods to improve their instruction, develop as instructors, and ultimately, impact their students’ learning. This volume provides an introduction to self-study research in science education, followed by manuscripts of self-studies undertaken by university faculty and those becoming university faculty members in science teacher education. Chapter authors range from those new to the field to established researchers, highlighting the value of self-study research in science teacher education for every career rank. The fifteen self-studies provided in this book support and extend this contemporary work in science teacher education. They, and the subsequent reflections on professional knowledge, are organized into four sections: content courses for preservice teachers, elementary methods courses, secondary methods courses, and preparation of future teacher educators. Respondents from various locations around the globe share their reflections on these sections. A culminating reflection of the findings of these studies is provided at the end of the book that provides an overview of what we have learned from these chapters, as well as a reflection on the role of self-study research in the future of science teacher education.
Author: Narelle Suzanne LemonPublish On: 2020-06-09
2. What characteristics do you think resilient school communities and teachers display? ... You might be familiar with popular definitions of resilience, including the idea of 'bouncing back' from a tough time or challenge.
Author: Narelle Suzanne Lemon
Publisher: Cambridge University Press
Professional experience in initial teacher education programs can be both a challenging and rewarding experience. As student teachers take their first steps in the classroom, they often encounter stresses that compromise their teaching and learning. Within this context, well-being, resilience and self-efficacy are critical to their success. Building and sustaining a teaching career introduces the coping strategies, informal and formal practices, time management and organisational skills, and positive psychology critical to self-care for professional experience. The text uses case studies, 'fill your bucket' strategy building solutions, reflection activities and discussion and journaling questions designed to build capacity and develop reader knowledge, while pre-service teacher voices highlight key elements through real-world perspectives and experiences. Drawing upon a combination of teaching experience and education research, Narelle Lemon and Sharon McDonough present thoughtful, practical approaches that equip pre-service teachers with the necessary skills and knowledge for embarking on a successful teaching career.
RECOMMENDATIONS Teacher Educators During challenging times when teacher attrition remains high, it is incumbent upon teacher ... If teacher educators can help beginning and experienced teachers become con- scious about how their beliefs ...
Author: Helenrose Fives
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Author: Rupert Clive CollisterPublish On: 2021-11-03
In Search of a Curriculum for Troubled Times Rupert Clive Collister. support and teaching how this influenced their learning. Meeting with these students outside of class to organize these events and have these conversations resulted in ...
Author: Rupert Clive Collister
Publisher: Cambridge Scholars Publishing
This collection brings together approaches to the teacher education and preparation curriculum that may be described as holistic. It also discusses teacher education curricula that are reconstructionist and reconceptualist in nature, seeking to shift the trajectory of society through teacher education. The book serves as an introductory text for the field of holistic curriculum studies, and will open it up to a wider audience.
Teacher education has been continuously implicated in cultural imperialism by baptizing generations of teachers (primarily white) in ... CONCLUSION: APORETIC RECLAIMING OF COMMITMENTS TO SOCIAL-EDUCATIONAL JUSTICE IN HARD TIMES In ...
Like other fields of study, teacher education defines itself both by what it includes and by what it excludes. Teacher educators and researchers have spent a great deal of time seeking and attempting to eradicate the flaws in existing structures and practices, but significantly less time learning to perceive the absences.