Converging Andragogy With Working Adult Professionalism in Initial Teacher Preparation (original) (raw)

Personal professional trajectories of novice and experienced teacher educators in a professional development community

Experience in the workforce influences teacher educators’ responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory model for development was used to track changes in practice among the teacher educators. The authors’ analysis identified three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group. While novices exhibited openness toward learning, the experienced teacher educators were divided into one group that revealed an inquiry stance examining their practice and a second group that claimed expertise and was less willing to consider changing instructional practice. This initial differentiation at the first trajectory stage led to distinctions in development at later stages, resulting in a reclassification of the edu- cators into three groups: novices, experienced experts, and experienced non-experts. These findings emphasize the importance of teacher educators’ years of experience, attitude towards inquiry, and self-perception of expertise as critical determinants of successful educational reform.

The Role of the Adults’ Educator in Teacher Training Programs

American Journal of Education and Learning, 2020

The adult educators must acquire formal and substantive qualifications and develop skills that contribute to achieving the best learning outcomes. This paper dealt with the role of the adults' educator in teacher training programs.The role of the teacher training programs is to enhance an educational relationship, based on equity, between the teacher and the learner, with respect to the learners' needs and treatment as mature personalities with independent expertise. This research intended to investigate whether adult education methods are applied in teacher training programs and to describe the profile of the adult educator. The paper used the qualitative method. The major research results highlighted teachers believe that the adult educator plays a paramount role in their training and they insist that he must have good knowledge of adult education, experience as a trainer, and respect for his learners, empathy, and tolerance and he must also understand the special features of the adult learners. Highlights of this paper • The profile of adult educator. • Τhe role of participatory climate in teachers' professional development. • The importance of active participation and respect in adult education.

The development of the professionalism of adult educators: a biographical and learning perspective

European Journal for Research on the Education and Learning of Adults, 2011

To investigate the development of the professionalism of adult educators, we compare individuals' narratives of their professional work at different times in their biographies. Using data from a qualitative longitudinal study, the paper includes two case studies through which we show phases of learning in the development of professionalism. We reconstruct forms and meanings of learning in this process. The study allows insights into differences in professional learning during the life course and the influence of institutional and social context in the development of professionalism.

A journey of two teacher-educators quest for professional growth

Our journey toward self-study demonstrates how teacher educators can take a careful, systematic look at their practices in relationship to their educational beliefs (Hamilton, 1998) This journey began a decade ago and how we evolved through what we see now as four distinct phases in our own professional growth as teacher educators. The first phase was as parent and teacher. The second phase was as the university supervisor and mentor teacher. The third phase was as program coordinator and teaching methods professor. The current phase is as colleagues. In each of these phases, we had an opportunity to develop teacher-educator buy-in (TEBI) in our new relationships. Research from the Center for Teaching Quality (Ferriter, 2013) states,“Teachers buy into change efforts that they believe are important.... and doable.” According to Hamilton (1998), when teacher educators are open about their beliefs concerning teaching and commitment, they must make sure that the two are in harmony and trust can be established in the TEBI relationship. This self- study will share the story of us, Jamey and Kris, and, the progression and relevance of these four phases in our self-study journey as teacher- educators.

Dimensions of Professional Growth in Work-Related Teacher Education

Australian Journal of Teacher Education

This article conceptualises adult learners' professional growth in a tailored, work-related, teacher-qualification programme in physical education. The study data consisted of the reflectivelearning diaries of 20 adult learners during a 2-year tertiary and work-related teacher-qualification programme. The data were analysed using data-driven open coding analysis, which was conducted using the constant comparative method of the grounded theory approach. This article presents the horizontal dimensions (egocentric learner, researching professional and expert within society) and the vertical dimensions (transforming self-image, expanding professional self-expression and widening agency) of the adult learners' multifaceted professional growth process. In addition, the article discusses pedagogical implications in relation to developing teacher education in general and the education of physical education teachers in particular.