Articulating, Reclaiming and Celebrating the Professionalism of Teacher Educators in England

Autor/inn/en	Vanassche, Eline; Kidd, Warren; Murray, Jean
Titel	Articulating, Reclaiming and Celebrating the Professionalism of Teacher Educators in England
Quelle	In: European Journal of Teacher Education, 42 (2019) 4, S.478-491 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vanassche, Eline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1628211
Schlagwörter	Teacher Educators; Professionalism; College Role; Teacher Education Programs; Foreign Countries; Educational Policy; Educational Change; College Faculty; Teacher Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Professionalität; Ausland; Politics of education; Bildungspolitik; Bildungsreform; Fakultät
Abstract	This paper examines the cumulative effects on teacher educators of a series of ideological and policy changes in the English teacher education landscape since the early 80s. We argue that these rapid changes have marginalized the role of the university in teacher learning and resulted in narrower, more instrumental forms of teacher education. Within this landscape we see a distinct need to re-state (and reinstate) the importance of higher education-based teacher educators, and to reclaim and celebrate their practices and the nature of the professionalism involved. We invite the reader to rethink teacher educator professionalism as what is enacted by teacher educators, as engaged in their professional activities. A view of enacted professionalism gives central stage to and trusts the professional judgement of teacher educators to do what they deem is good, appropriate, or best -- understood in a broad sense -- to support the professional learning of newcomers in the profession. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01