Countering Insularity in Teacher Education: Academic Work on Pre-Service Courses in Nursing, Social Work and Teacher Education

Autor/in	Murray, Jean
Titel	Countering Insularity in Teacher Education: Academic Work on Pre-Service Courses in Nursing, Social Work and Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 33 (2007) 3, S.271-291 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607470701450270
Schlagwörter	Higher Education; Teacher Educators; Teacher Education; Social Work; Nurses; Comparative Analysis; Educational Practices; Professional Education; Job Analysis; Foreign Countries; Research Methodology; Meta Analysis; Professional Isolation; Educational Indicators; Educational Assessment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Soziale Arbeit; Bildungspraxis; Berufsausbildung; Arbeitsanalyse; Ausland; Research method; Forschungsmethode; Meta-analysis; Metaanalyse; Educational indicato; Bildungsindikator; assessment; Bewertungssystem
Abstract	This article compares the practices of teacher educators with those of academics working as educators on pre-service courses for nurses and social workers. It includes a framework for analyzing professional education work, which conceptualizes the educators as "second order practitioners." The findings of the study show that similar missions, composed of four elements--teaching in higher education, research or scholarship, contribution to the original professional field, and service to the university--underpin professional practices. Other similarities across the three groups included: engagement in complex pedagogies; struggling to engage in "valid" research; and perceptions that their departments had low status in higher education. The study shows the tensions created for professional educators when they attempt to meet the imperatives of both higher education and their original professional fields. The findings illuminate generic issues about what is termed "second order practice," and indicate directions for countering insularity in teacher education. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10