Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators

Autor/inn/en	Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Cleovoulou, Yiola; Beck, Clive
Titel	Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 1, S.52-77 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2014.992634
Schlagwörter	Foreign Countries; Comparative Education; Professional Development; Teacher Educators; English Teachers; Literacy Education; Teacher Education Programs; Knowledge Base for Teaching; Communities of Practice; Teacher Researchers; Scholarship; Student Evaluation of Teacher Performance; Feedback (Response); Teacher Collaboration; Teamwork; Conferences (Gatherings); Teacher Associations; Informal Education; Semi Structured Interviews; Qualitative Research; Grounded Theory; Australia; Canada; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teaching theory; Theory of teaching; Unterrichtstheorie; Community; Lehrerforschung; Scholarships; Stipendium; Lehrerkooperation; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Informelle Bildung; Nichtformale Bildung; Qualitative Forschung; Australien; Kanada; USA
Abstract	This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01