Re-Addressing the Priorities: New Teacher Educators and Induction into Higher Education

Autor/in	Murray, Jean
Titel	Re-Addressing the Priorities: New Teacher Educators and Induction into Higher Education
Quelle	In: European Journal of Teacher Education, 28 (2005) 1, S.67-85 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
Schlagwörter	Articulation (Education); Higher Education; Tutors; Teacher Educators; Foreign Countries; Knowledge Level; Knowledge Base for Teaching; Teacher Orientation; Theory Practice Relationship; Academic Rank (Professional); Praxis Series + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderlehrer; Lehrender; Tutor; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Theorie-Praxis-Beziehung
Abstract	This article draws on research involving 28 teacher educators in the first 3 years of their careers in the English higher education sector. It discusses the areas of tension they found in making the transition from teaching in the school sector to working in universities, the priorities they identified for their induction and the induction structures and processes available to support them. Previous research on teacher educator induction has identified the need for more consistent and thorough structures. However, the findings of this study show that the current structures and procedures often do not meet the tutors' needs. Overall there is little articulation between different modes of induction, with most tutors still dependent on learning through practice, supplemented by informal "apprenticeship" modes of learning. The article concludes with a discussion of issues and future developments. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10