What Should Teacher Educators Know and Be Able to Do? Perspectives from Practicing Teacher Educators

Autor/inn/en	Goodwin, A. Lin; Smith, Laura; Souto-Manning, Mariana; Cheruvu, Ranita; Tan, Mei Ying; Reed, Rebecca; Taveras, Lauren
Titel	What Should Teacher Educators Know and Be Able to Do? Perspectives from Practicing Teacher Educators
Quelle	In: Journal of Teacher Education, 65 (2014) 4, S.284-302 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487114535266
Schlagwörter	Teacher Educators; Teacher Educator Education; Educational Practices; Teacher Competencies; Knowledge Base for Teaching; Teaching Experience; Theory Practice Relationship; Teacher Qualifications; Teacher Effectiveness; Qualitative Research; Statistical Analysis; Online Surveys; Teacher Surveys; Semi Structured Interviews; Participant Characteristics; Correlation; Teaching Skills; Socialization; Research Skills; Performance Factors; Educational Needs + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Theorie-Praxis-Beziehung; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Statistische Analyse; Korrelation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Socialisation; Sozialisation; Forschungsleistung; Leistungsindikator; Educational need; Bildungsbedarf
Abstract	Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what "should" they know, and should they be prepared? This study of 293 teacher educators investigated the following: What do current teacher educators consider to be the foundation elements of their practice? How do they evaluate their own preparation in these areas? How can their experiences inform the preparation of teacher educators? We use Cochran-Smith and Lytle's theorizing about "relationships of knowledge and practice" to understand knowledge essential to teacher educating (a term we use to differentiate teaching teachers from teaching students). Our findings reveal that practicing teacher educators often feel unprepared to assume their role but can offer helpful insight into how we should think deliberately about quality teacher educator preparation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10