This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers.
The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability.
Many of the authors are active and leading persons in the international fields of teacher education and of professional development.
The book considers:
- novice teacher educators, issues of transition;
- identity development including research identity;
- the facilitation and mentoring of teacher educators;
- self-study research including collaborative writing, use of stories;
- professional development within the context of curriculum and structural reform.
Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience.
This book was published as a special issue of Professional Development in Education.
1. Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity Pete Boyd and Kim Harris University of Cumbria
2. Developing pedagogical identities of beginning teacher educators Frankie Mckeon and Jenifer Harrison University of Leicester, UK
3. Professional Development of Novice Teacher Educators: professional self, interpersonal relations and teaching skills Leah Shagrir, Levinsky College of Education, Tel Aviv, Israel
4. The Induction of Teacher Educators; the needs of beginning teacher educators Corinne van Velzen, Marcel van der Klink, Anja Swennen, Elka Yaffe VU University, Amsterdam, The Netherlands; Open University Heerlen, The Netherlands; Oranim College of Education, Israel
5. Constructing new professional identities through self-study: From teacher to teacher educator Judy Williams, Monash University, Australia Jason K. Ritter, Duquesne University, USA
6. Discussing Pedagogical Dilemmas with Teacher Educators: facilitating their professional development Dr. Elka Yaffe – Oranim Academic College of Education, Tivon, Haifa, Israel Dr. Ditza Maskit – Gordon Academic College of Education, Haifa, Israel
7. Educators of Educators: their goals, perceptions and practices Miriam Ben-Peretz, Sara Kleeman, Rivka Richenberg, Sarah Shimoni University of Haifa and MOFET I MOFET Institute
8. Teacher educators: their identities, sub-identities and implications for professional development Anja Swennen, Ken Jones and Monique Volman VU University Amsterdam, the Netherlands; Swansea Metropolitan University,UK, VU University Amsterdam, the Netherlands
9. I can only learn in dialogue! Exploring professional identities in teacher education Kara Vloet and Jacqueline van Swet Fontys University of Applied Sciences, Tilburg, the Netherlands
10. Scaffolding for a socially constructivist experience….. McGregor, D., Hooker, B., Wise,D. and Devlin L. University of Wolverhampton UK
11. Integrating Research and Practice in Teacher Educators’ Professional Learning Jean Murray University of East London UK
12. Lost and found in transition: The professional journey of teacher educators Allie Clemans, Amanda Berry and John Loughran Monash University, Australia
13. "It's about paying attention"!... but to what? The '6Ms' of mentoring the professional learning of teacher educators Ronnie Davey and Vince Ham Canterbury University College of Education, New Zealand; CORE Education, New Zealand
14. Developing a research profile: mentoring and support for teacher educators Vivienne Griffiths, Canterbury Christ Church University, Simon Thompson, University of Sussex; Liz Hryniewicz, Canterbury Christ Church University
15. Transformative Learning-Based Mentoring for Professional Development of Teacher Educators in ICT: An Approach for an Emerging Country Isil Kabakci, H. Ferhan Odabasi, Kerem Kilicer Anadolu University, Eskisehir, TURKEY
16. Without Stones there is no Arch: a study of professional development of teacher educators as a team Judith Barak, Ariela Gidron, Bobbie Turniansky with the Collaboration of Adiba Arafat, Dina Friling, Ruth Mansur, Marga Simca, Smadar Tuval and Talia Weinberger Kaye Academic College of Education, Beer Sheva, Israel
17. Collaborative writing and dis-Continuing Professional Development: Challenging the rituals and rules of the education game? Alexandra Kendall, Vanessa Dye, Julie Hughes, Cathie Lacey, Rob Smith. University of Wolverhampton
18. The professional learning journey: a meta-analysis of five research projects Anne M. Jasman University of Hertfordshire, UK
19. Reflective Teaching as Self-directed Professional Development Mark Minott University College of the Cayman Islands
20. Writing as a journey of Prof Development for Teacher Educators Yehudit Shteiman, Ariela Gidron, Batia Eilon and Pnina Katz The MOFET Institute, Tel Aviv, Israel
21. Re-Conceptualizing Professional Development of Teacher Educators in Post-Soviet Latvia Iveta Silova, Amy Moyer, Colin Webster, Suzanne McAllister, Lehigh University, USA
22. Curricula Reform and Professional Development: A Case Study on Chinese Teacher Educators Hong Zhu, Northeast Normal University, Changchun, China