Beyond Initial Transition: An International Examination of the Complex Work of Experienced Literacy/English Teacher Educators

Autor/inn/en	Kosnik, Clare; Dharamshi, Pooja; Miyata, Cathy; Cleovoulou, Yiola
Titel	Beyond Initial Transition: An International Examination of the Complex Work of Experienced Literacy/English Teacher Educators
Quelle	In: English in Education, 48 (2014) 1, S.41-62 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1111/eie.12031
Schlagwörter	Teacher Educators; Literacy; English Teachers; Foreign Countries; Higher Education; Literacy Education; Beginning Teachers; Student Teachers; Student Teacher Attitudes; Canada; United States; United Kingdom; Australia + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Alphabetisierung; Schreib- und Lesefähigkeit; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Junior teacher; Junglehrer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kanada; USA; Großbritannien; Australien
Abstract	This article reports on a study of 21 mid-career and senior literacy/English teacher educators in four countries: Canada, the United States (US), the United Kingdom (UK), and Australia. Three main themes are discussed: identity (re) construction; knowledge development (e.g. of pedagogy; current literacy practices); and reconceptualisation of their work (courses and research). The literacy/English teacher educators had moved beyond the struggles of novice teacher educators; however, they still experienced a number of tensions. They had moved beyond identifying with and as a classroom teacher but felt that they needed to remain connected to teachers because their research is conducted in schools. They still felt less valued by their colleagues who were not actively involved in teacher education, not because they were novices, but because of their close involvement in schools. They found communities of literacy/English teacher educators beyond their university. All argued that they must continue to expand their knowledge in a number of areas but they see their continuous growth as a strength not a short-coming. By mid-career many created a synergy among their research, teaching, and service. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01