Israeli Teacher Educators' Perceptions of Their Professional Development Paths in Teaching, Research and Institutional Leadership

Autor/inn/en	Guberman, Ainat; Mcdossi, Oded
Titel	Israeli Teacher Educators' Perceptions of Their Professional Development Paths in Teaching, Research and Institutional Leadership
Quelle	In: European Journal of Teacher Education, 42 (2019) 4, S.507-522 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guberman, Ainat) ORCID (Mcdossi, Oded)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1628210
Schlagwörter	Foreign Countries; Teacher Educators; Teacher Attitudes; Faculty Development; Teacher Researchers; Teaching (Occupation); Teacher Leadership; Teacher Improvement; Israel + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehrerforschung; Teaching; Lehrberuf; Lehrerfunktionsstelle
Abstract	Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators' perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators' professional development as personal rather than as a collective institutional endeavour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01