A Foot in Many Camps: Literacy Teacher Educators Acquiring Knowledge across Many Realms and Juggling Multiple Identities

Autor/inn/en	Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive
Titel	A Foot in Many Camps: Literacy Teacher Educators Acquiring Knowledge across Many Realms and Juggling Multiple Identities
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 39 (2013) 5, S.523-540 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2013.844954
Schlagwörter	Literacy Education; Teacher Educators; Self Concept; Foreign Countries; Teacher Attitudes; Teaching Experience; College Faculty; Periodicals; Conferences (Gatherings); Professional Identity; Intellectual Disciplines; English Instruction; Interviews; Work Experience; Educational Experience; English Teachers; Research; Australia; Canada; United Kingdom; United States + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Selbstkonzept; Ausland; Lehrerverhalten; Fakultät; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Geisteswissenschaften; English langauage lessons; Englischunterricht; Interviewing; Interviewtechnik; Employment experience; Job experience; Occupational experience; Berufserfahrung; Bildungserfahrung; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Forschung; Australien; Kanada; Großbritannien; USA
Abstract	This study involved 28 literacy/English teachers in four countries: Canada, the USA, the UK and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Most went far beyond simply telling stories about their previous work. All were heavily influenced by their own childhood experiences, which continue to affect their current work. Many felt that they needed to hold dual identities, teacher and academic, because they were still heavily involved in schools through their research and in-service activities. Several felt that there was a hierarchy in their department with those most removed from schooling at the highest tier. Most saw themselves in the field of literacy not teacher education and gravitate towards literacy-focused conferences and journals rather than those in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10