(Re)thinking Teacher Educator Professional Identity
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There is a growing body of research in the international literature which problematizes notions of teacher educator professional identity, in particular early career teacher educators, that is, those involved in the training of teachers. As individuals transition from teacher to teacher educator, their previous identity as a teacher can become a source of “credibility” with the students they work with. However, research shows it can also impede their developing identity as a teacher educator.
This entry will seek to explore the problematic nature of teacher educator identity and examine issues that early career teacher educators face during transition into their new role. It argues for the importance of (re)thinking conceptualizations of professional identity and the ways in which teacher educators can be supported to engage more effectively in professional learning and reflective practice through research and collaboration.
The Changing Context of Teacher Education
- Cochran-Smith., M. (2005). Teacher educators as researchers: multiple perspectives. Teaching and Teacher Education, 21(2). Elsevier B.V.Google Scholar
- Pascal, C., & Bertram, T. (2012). Praxis, ethics and power: developing praxeology as a participatory paradigm for early childhood research. European Early Childhood Education Research Journal, 20(4). Taylor & Francis, Oxfordshire. Google Scholar
- Ulvik, M., & Lunenberg, M. (2018). Stages of professional development. Retrieved from https://info-ted.eu/stages-of-professional-development/