Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators

Autor/inn/en	Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz
Titel	Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators
Quelle	In: European Journal of Teacher Education, 37 (2014) 1, S.74-90 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.825241
Schlagwörter	Foreign Countries; Teacher Educators; Faculty Development; Professional Identity; Interviews; Biographies; Career Development; Research; Teacher Education; Teaching Experience; Professional Continuing Education; Case Studies; Graphs; Developmental Continuity; Career Change; Higher Education; Teacher Role; Individual Development; Researchers; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Biography; Biografie; Biographie; Berufsentwicklung; Forschung; Berufsfeldbezogener Unterricht; Weiterbildung; Case study; Fallstudie; Case Study; Grafische Darstellung; Entwicklungsprozess; Career changes; Berufswechsel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerrolle; Individuelle Entwicklung; Researcher; Forscher; Qualitative Forschung
Abstract	This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.'s model of teacher educators' sub-identities, Akerlind's categorisation of an academic identity and Eraut's contextual and learning factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10