Teacher Educator Dilemmas: A Concept to Study Pedagogy

Autor/inn/en	Cabaroglu, Nese; Tillema, Harm H.
Titel	Teacher Educator Dilemmas: A Concept to Study Pedagogy
Quelle	In: Teachers and Teaching: Theory and Practice, 17 (2011) 5, S.559-573 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Foreign Countries; Teacher Educators; Teaching Methods; Coping; Teacher Role; Educational Practices; Interviews; Comparative Education; Barriers; Performance Factors; Teacher Education Curriculum; Professional Development; Methods Courses; Teaching Experience; Resilience (Psychology); Teacher Attitudes; Israel; Netherlands; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bewältigung; Lehrerrolle; Bildungspraxis; Interviewing; Interviewtechnik; Vergleichende Erziehungswissenschaft; Leistungsindikator; Methodisch-didaktische Anleitung; Lehrerverhalten; Niederlande; Türkei
Abstract	To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on pedagogy. Qualitative interview data from within the Turkish context are contrasted with datasets from Israel and The Netherlands to gauge common notions on the pedagogy of teaching student teachers. The findings indicate shared dilemmas across contexts acting as key constraints to the teaching of teacher educators, which are mainly related to implementing pedagogy, while differences across contexts found mainly had to do with orientations and views on teaching. In this respect, the concept of dilemmas is a fruitful way of disclosing these constraints and perspectives. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10