On the Complexities of Educating Student Teachers: Teacher Educators' Views on Contemporary Challenges to Their Profession

Autor/in	Malm, Birgitte
Titel	On the Complexities of Educating Student Teachers: Teacher Educators' Views on Contemporary Challenges to Their Profession
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 3, S.351-364 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1739514
Schlagwörter	Student Teachers; Teacher Educators; Teacher Attitudes; Early Childhood Education; Foreign Countries; Teacher Student Relationship; Educational Quality; Teacher Education; Professional Development; Teacher Motivation; Professional Identity; Professional Autonomy; Scholarship; Self Esteem; Faculty Workload; Ambiguity (Context); Time Management; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Early childhood; Frühkindliche Bildung; Frühpädagogik; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Berufsfreiheit; Scholarships; Stipendium; Self-esteem; Selbstaufmerksamkeit; Zeitmanagement; Schweden
Abstract	Recent research emphasises significant interconnections between teacher educators' normative beliefs, their relations with student teachers and their teaching methods. In an attempt to better understand how teacher educators perceive of their work task, interviews were conducted with twelve Early Childhood teacher educators at a Swedish University. Four dimensions are in focus: (1) What in your work situation are you most satisfied with? (2) Describe your approach to students. (3) Describe any personal or professional dilemmas you may have experienced. (4) How do you think we can best maintain quality in teacher education? Results of the study show that teacher educators' professional development is largely determined by intrinsic motivation. Positive aspects relate to feelings of self-esteem, nurturing meaningful relationships, and caring for students; negative aspects relate to concerns about a heavy workload, professional ambiguity and a lack of time for scholarly pursuits. Developing a professional identity involves a conscious choice of pedagogical methods (teaching), self-cultivation and sharing of knowledge through research (scholarship), and administrative responsibilities (service). The complexities and challenges involved in being a teacher educator are many. Understanding how teacher educators' normative beliefs influence their work and relationships is an essential component for future research on teacher education professionalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01