Download - ‘THE PROFESSION OF TEACHER EDUCATOR’
‘THE PROFESSION OF TEACHER EDUCATOR’
Anja Swennen VU University Amsterdam
PLA, Reijkjavik 20-24 June 2010
Improving the profession of teacher educators. What we need to know about teacher educators
This presentation
1. Introduction
2. Who are the teacher educators?
3. Identity of TE
4. Transition from teacher to teacher educator
5. Professional development of teacher educators
6. Recommendation
Why focus on teacher Why focus on teacher educators?educators?
They are responsible for the education of (future) teachers and therefor for the education of all pupils and students
They are the “linchpins” of educational reform (Cochran-Smith, 2003)
If TE do not model good education, how can we expect teachers to engage in quality teaching
Teacher Educators Matter
Introduction
What is the problem?What is the problem?
There is much attention for teachers: their pre-service and professional development
but not for those who have to teach the teachersLack of attention for the quality of teacher educator in (inter)national policyLack of attention for the quality, induction and professional development of teacher educators in TEITeacher educators are not recognized as a specialized educational professional group with their own needs and wishes
Introduction
TE are a heterogenous groupTE are a heterogenous group
University based College based
Subject specialist in TEI / outside TEIPedagogical subject specialist / subject didaktik’Eductional/pedagogical specialist
‘Teacher’Researcher
Institute based School based
PhDMaster degreeBachelor degree
Who are the TE?
Demands for teacher educatorsDemands for teacher educators
PlusTeaching experience (but not always)
Supervising skills
Teaching Internship
Specialized training course (Portugal)
Training course for trainers
Who are the TE
Degree
PhDMasterBachelor
The same as other teachers in higher educationSubject and subject area
Standards andregistration Studying abroad
Names of Teacher Educators
University professor HE professor/Lecturer
lektor/docent Assistent professor Adjunkt Teacher Part time lecturers
Teacher educator (in documents)
Teacher trainer Trainer Mentor Teacher
School based TESupervisorsTutorsTeacher educators (in documents)
Who are the TE
The identity of TEThe identity of TE
An integration of:
Teacher in Higher EducationResearcherTeacher in PE or SESecond order teacher/practitioner(Teacher in general)
The identity of TE
Characteristics of the work of TE’rs of the work of TE’rs
age Complexity Research
Droste effectDroste effectTeaching about teachingTeaching about teaching
Who are the TE?
Teacher in PE/SETeacher in PE/SE
Experience as a teacher Experience in/with profession
of teachers Legitemizing
First orde context
The identity of TE
Second order teacherSecond order teacher (Murray & Male, (Murray & Male, 2005)2005)
Second order teachers teach about teaching
First order teacher teach their subject to pupils and students
The identity of TE
The identity of TE
Second order teacherSecond order teacher
Always aware of the second order context of TE and the first order context of teacher (Not subject content, but what does a teahcers need to know about a subject in order to teach it well)
Pedagogy of teacher education (Loughran, 2007): implies how to teach in a first order context and how to teach in a second order context
Explicit modelling
Teacher+ further study
TE
Transition of teacher to TE
PD
Academic
The experience as teacher and the reflection on that experence is part of the identity of TE
Leraar
lerarenopleider
Teacher in PE and SEPD
The transition from teacher to TE’rThe transition from teacher to TE’r
Intergration of the former identity teacher (in PE or SE) into the identity of TE =
teacher in higher education, researcher and second order practitioner
PD
Transition teacher to TE’erTransition teacher to TE’er
Two to three years
If not: Less interest in pedagogy of teacher
education Less interest in research More interest in school and
pupils/studnets
PD
TE’er as teacher in general
Teachers and TE as one professional group
Rather subject specialist Rather academicus Rather teacher
PD of TEPD of TE Induction (second-phase induction, Morberg & Eisenschmidt, 2009; Van
Velzen et al., 2010) Activities to support and facilitate the transition from 1st to 2nd order teacher PD courses : THE, research
and pedagogy of teacher
education
Resources for TE (on line journals,
books etc), money for PD, visiting conferences etc
PD
Emerging body of knowledge
about and fromteacher
educators TaTE, 2005
EJTE, 2008
PDiE, 2010
PD
RecommendationRecommendation
Professional development as Identity as teacher in HE Identity as researcher Identity as second order context
And realise this asks a lot of the specialists who educate the TE’rs
3
Recommendation