Professionally Developing as a Teacher Educator

Autor/in	Loughran, John
Titel	Professionally Developing as a Teacher Educator
Quelle	In: Journal of Teacher Education, 65 (2014) 4, S.271-283 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487114533386
Schlagwörter	Teacher Educators; Teacher Educator Education; Professional Development; Teacher Education Curriculum; Educational Principles; Teaching Methods; Research Universities; Transformative Learning; Beliefs; Values; Knowledge Base for Teaching; Teaching Skills; Performance Factors + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsprinzip; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungseinrichtung; Pädagogische Transformation; Belief; Glaube; Wertbegriff; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Leistungsindikator
Abstract	There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators' professional development might be better understood and interpreted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10