Understanding the Complexity of Becoming a Teacher Educator: Experience, Belonging, and Practice within a Professional Learning Community

Autor/inn/en	Williams, Judy; Ritter, Jason; Bullock, Shawn M.
Titel	Understanding the Complexity of Becoming a Teacher Educator: Experience, Belonging, and Practice within a Professional Learning Community
Quelle	In: Studying Teacher Education, 8 (2012) 3, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2012.719130
Schlagwörter	Teacher Educators; Beginning Teachers; Faculty Development; Interprofessional Relationship; Communities of Practice; Professional Identity; Teacher Education; Theory Practice Relationship; Teaching Experience; Elementary Secondary Education; Differences; Reflective Teaching; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Junior teacher; Junglehrer; Community; Theorie-Praxis-Beziehung; Unterscheiden
Abstract	This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography, including those associated with being a former schoolteacher; navigating the complex social and institutional contexts in which they work; and developing a personal pedagogy of teacher education that enables construction of a new professional identity as a teacher educator. This research provides beginning teacher educators with a reference point for understanding their personal and professional transition to university-based teacher education. It also provides teacher education faculty and administrators with key information about how the transition from teacher to teacher educator can be supported and enhanced within professional learning communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10