Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world

Advanced search
Browse by:

Department | Year

UCL Theses | Latest

Deposit your research

Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world

Smith, Emma Rawlings; Rushton, Elizabeth AC; (2022) Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world. International Research in Geographical and Environmental Education 10.1080/10382046.2022.2153988. (In press). Green open access

Preview

PDF
Geography teacher educators identity roles and professional learning in a volatile uncertain complex and ambiguous world.pdf - Other
Download (1MB) | Preview

Abstract

Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all.

Type:	Article
Title:	Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1080/10382046.2022.2153988
Publisher version:	https://doi.org/10.1080/10382046.2022.2153988
Language:	English
Additional information:	© The Authors 2022. Original content in this paper is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) Licence (https://creativecommons.org/licenses/by-nc-nd/4.0/).
Keywords:	Communities of practice, geography teacher educators, identity, initial teacher educator (ITE), professional learning, teacher education
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 - Curriculum, Pedagogy and Assessment
URI:	https://discovery.ucl.ac.uk/id/eprint/10161599