Murray, J;
Male, T;
(2005)
Becoming a teacher educator: Evidence from the field.
Teaching and Teacher Education
, 21
(2)
pp. 125-142.
10.1016/j.tate.2004.12.006.
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Abstract
This article makes a contribution to understanding the challenges new teacher educators face in establishing their professional identities in Higher Education. The data collected for the study allowed the researchers to analyse the tensions and conflicts arising for 28 teacher educators in their first 3 years of working on Initial Teacher Education (ITE) courses in England. The findings of the study show that, despite having previous successful careers in school teaching, the majority of the interviewees took between 2 and 3 years to establish their new professional identities. They faced challenges in two key areas-developing a pedagogy for HE-based ITE work and becoming research active. Meeting both of these challenges required significant adaptations to their previous identities as schoolteachers. © 2004 Elsevier Ltd. All rights reserved.
| Type: | Article |
|---|---|
| Title: | Becoming a teacher educator: Evidence from the field |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2004.12.006 |
| Publisher version: | http://dx.doi.org/10.1016/j.tate.2004.12.006 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Teacher education, Induction, Academic socialisation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1473021 |
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