Teacher educators: their identities, sub‐identities and implications for professional development (original) (raw)
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Identities of Teacher Educators in Higher Education: A Literature Review
Revista Colombiana de Educación
Within the research field on teacher educators there is an overwhelming array ofperspectives, which requires meticulous organization and deeper analysis. The generalgoal of this article is to characterize research studies on teacher educators.More specifically, the article intends to identify the role played by the studies on teacher educators’ identities in that broader context. A literature review covering almost two decades of publications was conducted. First, the authors identified the selected themes, their geographies and their evolution throughout time, revealing the importance of Professional Development, a topic which includes the subtopic of teacher educators’ identities. The content analysis of the articles related to this subtopic made it possible to identify four dynamic fields: two related with teacher educators’ biographies and roles; and the others, connected with both the broader and specific contexts of teacher educators’ work.
Nordisk tidsskrift for utdanning og praksis, 2019
This article investigates teacher educators’ self-understanding by asking how they explain their professional identities as teacher educators, based on socialisation and further professional development. Teacher educators facilitate learning from the initial teacher education phase to in-service teachers’ further professional development. The data consists of thirteen qualitative semi-structured interviews and two focus-group interviews with teacher educators from two universities in Norway. Using Bryman’s four-stage approach of analysis, 15 categories were re-organised into three main categories: (1) Recruitment and socialisation, (2) Professional identity, and (3) Professional development. The findings illustrate that teacher educators have different understandings of being a professional. For some, their identity is rooted in the discipline in which they were educated. However, others have built identities as teacher educators supplementary to their primary careers. This knowledg...
What do you mean by “teacher”? Psychological research on Teacher Professional Identity.
Teacher Professional Identity is fully established as an autonomous theoretical construct. The paper attempts to explore the dimensions of TPI stressed in psychological and educational research and to present different answers provided to questions such as: What is intended by “teacher”? Which dimensions have been taken into account to define what a teacher is? It is argued that the image of teacher actually emerging from studies and theoretical analyses points out vectors of tension between “mainstream” Social Representations of teacher and everyday experience; between different perceptions of TPI; between established practices and innovation in teaching; between technical rationalist assumptions and lived experience of teachers’ job, involving ethical and emotional nature of teaching; and, definitely, between “reality-as-it-is” and “reality-to-be” in teaching. These questions are closely connected to the wider social debate on the future of education. Asking what a teacher is also implies questions about what a “good” teacher is, what a teacher should be and, consequently, what are the role and the Social Representations of teachers in society.
European Educational Research Journal, 2009
The study of teacher identity developed greatly during the 1990s and, in a way, replaced other studies on teacher professionalism. Highlighting the interactions, emotions and cognitions in their everyday expression, these studies contributed to making visible the role of specific communities of professionals in valuing and improving professional action. However, after almost two decades, it became clear that the study of the construction of teacher identity could not be based solely on the description of the interactions, but in fact also required a macro-sociological analysis. Coordinating these levels of analysis is important for developing the construct of the teacher as a professional, a profile that inspires current teacher training policies in Europe. Based on theoretical contributions such as the 'construction of professional identities for real social change' (Claude Dubar), and the idealtypical model of professionalism (Eliot Freidson), this article aims to present the construction of teacher identity as a subjective dimension of the process of teacher professionalisation, viewing it as an ecological construct. To this end, the article presents the results of research carried out during the 1990s and the early twenty-first century, in order to shed some light on the dynamics inherent to each of the levels of analysis and the interactions which are established between them. The article concludes with a discussion of the advantages of this approach for teacher training and research.
What should we understand from teachers' professional identity? An overview of the literature
Journal of Innovative Research in Teacher Education, 2022
The roles of teachers in organizing, directing, evaluating, and applying within the school place teachers in a critical position in determining the quality of education. For this reason, it is accepted that teacher qualification is an important indicator of the quality of education. At this point, the concept of professional identity, which includes teachers' professional learning, development, and practices, gains importance. The concept of professional identity emerged as a separate research topic in the literature after the 1980s and has gradually increased in the following years. Although current studies provide an important understanding of the concept, the formation and development of teachers' professional identities continue to be seen as one of the main problem areas in the literature. From this point of view, in this study, the formation and development of teachers' professional identities have been comprehensively discussed based on the relevant literature. The results of the research show that although teachers' professional identity has critical importance in teacher development and teaching practices, important questions remain about how teacher education can participate in identity construction. In this respect, it is thought that the results obtained within the scope of the study are important in terms of showing the basic elements that affect the formation and development of teachers' professional identities. In addition, it is thought that the study may offer various ideas to policymakers and practitioners to establish a standard professional identity development procedure that will prioritize the professional development of teachers.
The Disappearing Identity of the Teacher Educator?
The Buckingham Journal of Education
The education of new teachers in the UK is in the midst of a massive upheaval. Since the DfE Market Review in 2021, teacher educators have had to evaluate their intended provision and, in line with guidelines (DfE, 2021), have had to submit their plans for reaccreditation. This process has been the cause of huge disruption amongst school-based and university-based providers. This paper will argue that the role of the university-based teacher educator, as understood in the UK, is endangered and could disappear. This will be done by examining these five ideas. Firstly, by reviewing the evolution of teacher educators and their professional identity (Davey, 2013). Secondly, by considering the contrasting perceptions of teacher education in different countries compared to the UK (Gunn, et.al, 2016, Høydalsvik, 2019). For example, the professional development of teacher educators appears to have a higher priority in some countries. I will look at how these differences reflect the radical ...
PROFESSIONAL IDENTITIES AMONG TEACHER EDUCATORS; PERCEPTION OF PUPIL TEACHERS & TRAINEES
It is an interesting question that who becomes a teacher or teacher educator? Teaching is a noble profession and the identities of educators influencing their role in their practice. The job of teacher educators to develop professionals for primary and secondary education and it is interesting to find the nature of work among teacher educators. In this paper we have tried to understand the nature of work of teacher educators and found some professional and personal attributes/qualities among teacher educators. We have done a discussion with pupil teachers and trainees about professional and personal identities among teacher educators and revealed that teacher education institutions needs; knowledgeable, disciplined, friendly and honest teacher educators. We also argue that the role of teacher educators becomes more complex and the performance of teacher educators depend on their pre and in service training.