Being a School-Based Teacher Educator: Developing Pedagogy and Identity in Facilitating Work-Based Higher Education in a Professional Field

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Autor/inn/en	Boyd, Pete; Tibke, Jon
Titel	Being a School-Based Teacher Educator: Developing Pedagogy and Identity in Facilitating Work-Based Higher Education in a Professional Field
Quelle	In: Practitioner Research in Higher Education, 6 (2012) 2, S.41-57 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Foreign Countries; Teacher Education Programs; Professional Identity; Student Teachers; College School Cooperation; Educational Change; Graduate Students; Teacher Educators; Workplace Learning; Professional Education; Case Studies; Semi Structured Interviews; Diaries; Critical Thinking; Teacher Collaboration; Teacher Attitudes; Training Methods; Partnerships in Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Berufsausbildung; Case study; Fallstudie; Case Study; Diary; Tagebuch; Kritisches Denken; Lehrerkooperation; Lehrerverhalten; Didaktik; Trainingsmaßnahme; Hochschulpartnerschaft
Abstract	Facilitating work-based learning in higher education involves the educator in developing both their pedagogy and their professional identity. A current policy drive in England is towards "school-embedded" teacher education programmes facilitated by school-based teacher educators. The promoted schemes involve postgraduate student teachers being formally based in schools for the duration of their programme. This work-based approach involves school-based teacher educators who teach school students regularly as well as having a considerable responsibility for teaching and coaching their student teachers. This is a significant change from previous "partnership"-based teacher education where university-based teacher educators collaborated with school-based "mentors", experienced teachers, to provide taught sessions in the university plus work-based learning in school. Many of these postgraduate teacher education programmes include credit-bearing modules at Masters level and an award at postgraduate certificate level. After qualification some teachers use these credits to study part-time towards a full Masters award. This paper focuses on the workplace learning and developing identity of a school-based teacher educator who teaches music classes for school students, contributes to extracurricular music activities in the school, and educates ten secondary music specialist postgraduate student teachers completing a one-year postgraduate programme. The study uses a reflective diary kept by the school-based teacher educator for a full academic year combined with semi-structured interviews at intervals. The interview transcripts and selected segments of the reflective diary were subjected to qualitative thematic analysis. The findings of this small-scale study suggest that there is great potential in the school-embedded approach to facilitate powerful classroom experiences for student teachers supported by coaching and opportunities for collaborative and reflective learning. However, for this integrated teacher education to be "higher education"-- rather than technical training--has important implications for the school as a workplace environment and for the professional knowing and identity of the school-based teacher educator. Learning to teach is complex, relational, and challenging and student teachers need space to be learners as well as teachers. Becoming an effective school-based teacher educator, facilitating work-based higher education, will be no less challenging. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01