Teacher Educator Changing Perceptions of Theory

Autor/inn/en	Smith, Kim; Hodson, Elaine; Brown, Tony
Titel	Teacher Educator Changing Perceptions of Theory
Quelle	In: Educational Action Research, 21 (2013) 2, S.237-252 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2013.789723
Schlagwörter	Action Research; Teaching Methods; Preservice Teacher Education; Trainees; Foreign Countries; Teacher Educators; Professional Identity; Cooperation; Educational Research; Teacher Attitudes; Educational Theories; Educational Researchers; United Kingdom + Suchen Sie Ihr Suchwort? Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Auszubildender; Weibliche Auszubildende; Ausland; Teacher education; Education; Lehrerbildung; Co-operation; Kooperation; Bildungsforschung; Pädagogische Forschung; Lehrerverhalten; Educational theory; Theory of education; Bildungstheorie; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Großbritannien
Abstract	An alternative formulation of the actor in educational action research is shown to refresh notions of theory within initial teacher education. Methodologically, the actor is depicted as identifying with ongoing cultural adjustments through reflective data. Specifically, the paper considers the experience of mature trainee teachers in the United Kingdom, who participated in employment-based models of training. Initially, trainees were drawn to meeting the immediate demands of practice in specific locations. Capacity in practice more generally accrued through later exposure to analytical approaches. The paper documents collaborative action research by teacher educators focusing on the changing demands of their development work with the trainees. The resultant struggle of professional identity for tutors is seen as productive, adjusting educative processes to new circumstances. The actor of action research so equipped mobilises a conception of theory supportive of more responsive subjective modes within wider professional functionality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10