The Development of the Professional Identity of Two Teacher Educators in the Context of Dutch Teacher Education

Autor/inn/en	Swennen, Anja; Volman, Monique; van Essen, Mineke
Titel	The Development of the Professional Identity of Two Teacher Educators in the Context of Dutch Teacher Education
Quelle	In: European Journal of Teacher Education, 31 (2008) 2, S.169-184 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Teacher Educators; Teacher Educator Education; Professional Development; Educational Innovation; Foreign Countries; Personal Narratives; Phenomenology; Educational Development; Elementary Education; Career Development; Promotion (Occupational); Netherlands + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Instructional innovation; Bildungsinnovation; Ausland; Erlebniserzählung; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsentwicklung; Elementarunterricht; Berufsentwicklung; Aufstiegsberuf; Berufsförderung; Niederlande
Abstract	This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education institutes for primary education. The questions in this narrative-biographical research are: "How do these teacher educators develop from teacher to teacher educator and how is this development influenced by the recent developments in primary teacher education?" The findings of the study indicate that both teacher educators use the innovations in teacher education to develop professionally. At the beginning of their careers they develop within their institutes; later they also look for ways to develop outside their institutes and play an increasingly significant role in the community of teacher educators. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10