Description
Book SynopsisThis book presents recent international research on how teacher educators, institutions and policy makers perceive, act on and experience the dual responsibility that teacher educators are required to develop. Teacher educators are both teachers and researchers, a hybrid position which might be challenging to fulfil.
Teacher education has attracted much research over the years. It has also been subject to national and international debates about its goals and core features as well as issues of quality and effectiveness. More recently, attention has been given to the work, identity and professional development of teacher educators. The various chapters in the book address the topic of teacher educators as teachers and researchers in diverse countries and contexts, namely Australia, Belgium, England, Ireland, Israel, Portugal, Norway and the USA. Collectively, the authors examine the work of teacher educators considering their core mission, their professional development opportu
Table of Contents
Introduction: Teacher educators as teachers and as researchers
1. The Janus faced teacher educator
2. Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators
3. Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition
4. Articulating, reclaiming and celebrating the professionalism of teacher educators in England
5. Challenges for Irish teacher educators in being active users and producers of research
6. Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership
7. Redesign in teacher education: the roles of teacher educators
