A Study of In-Service Teacher Educator Roles, with Implications for a Curriculum for Their Professional Development

Autor/inn/en	O'Dwyer, John B.; Atli, Hilal Handan
Titel	A Study of In-Service Teacher Educator Roles, with Implications for a Curriculum for Their Professional Development
Quelle	In: European Journal of Teacher Education, 38 (2015) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2014.902438
Schlagwörter	Inservice Teacher Education; Teacher Educators; Teacher Education Curriculum; Teacher Role; Faculty Development; English (Second Language); English Instruction; Questionnaires; Interviews; Focus Groups; Models; Trust (Psychology); Credibility; Counseling; Praxis; Knowledge Base for Teaching; Professional Identity; Reflection; English Teacher Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Fragebogen; Interviewing; Interviewtechnik; Analogiemodell; Glaubwürdigkeit; Counselling; Beratung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Türkei
Abstract	In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe's "ET 2020", although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of a team of wholly school-based in-service educators and develops a model of their role based on an analysis of questionnaire, interview and focus group data. The results attest to the complexities of the in-service educator's role, revealing them to be more than simply effective teachers. Catering for affective needs, coaching a broad range of clients, interpreting contextual variables and providing appropriate feedback represent some of the challenges in-service educators are facing in the research context, which set them apart and suggest important lessons for the development of an in-service educator training curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10