The Professional Identity of Teacher Educators offers a contemporary study of teacher education in a period of huge international, institutional and professional change. The book explores the experiences, understandings, and beliefs that guide the professional practices of teacher educators, and paints a picture of a profession that offers huge rewards, alongside challenges and frustrations. What are the responsibilities of the job and how does it re-shape the professional identity of those who do it, day in, day out? What are the challenges and opportunities for teacher educators arising from constantly evolving education policies?
Drawing on the findings of a phenomenological study of the professional self-image and identities of pre-service teacher educators, this book provides an account of how a number of teacher educators have come to terms with their own identities as professionals at a time of considerable institutional turmoil. Moving beyond these individual stories, broader theoretical issues are also addressed: are there some distinctive but common elements that might distinguish the professional identity of the particular group we call teacher educators; and if there are, what might those characteristics be?
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Ronnie Davey provides a unique and compelling report on cutting edge teacher education research, encapsulating the major issues associated with being a teacher educator, and how that influences and shapes teacher educators’ identity. This book will be invaluable reading for teacher educators and researchers with an interest in professional identity and teaching in Higher Education.
1: Introduction 2: Identity and Professional Identity in Teaching and Teacher Education 3: Investigating a Professional Identity 4: On Becoming a Teacher Educator 5: On Doing Teacher Education 6: On Knowing. Teacher Educators’ Expertise 7: On Being a Teacher Educator 8: On Belonging as a Teacher Educator 9: Towards a Professional Identity for Teacher Education
With the continuing concerns of governments worldwide about teacher quality, raising standards and student well-being and citizenship, the series provides coherent, authentic, thoughtful and communicative portraits of the contexts and conditions for understanding and enhancing teacher quality and school development. The aim of this series is to bring together, disseminate and communicate original and authoritative experience and research which will ‘speak to’ teachers, teacher educators, researchers, and other research user communities such as teacher associations, and policy making/implementation organisations.