Search results for: teacher-educator-experiences-and-professional-development

Teacher Educator Experiences and Professional Development

Author : Jennifer Yamin-Ali
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Teacher Education and Professional Development in TESOL

Author : JoAnn Crandall
File Size : 68.4 MB
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At the forefront of research on English language teacher education and professional development, this volume presents new empirical research situated in different contexts around the world, including Canada, Denmark, Israel, Japan, Korea, Qatar, Sudan, and the U.S. It is framed by the volume editors’ insightful overview and analyses of previous and ongoing work in a variety of related domains and an epilogue by David Nunan. The chapter studies are organized around three themes: teacher identity in ESL/EFL teacher education and professional development programs, second language teacher education programs for diverse contexts, and professional development for diverse contexts. All chapters focus on the applied nature of the research and include a section on implications. To provide balance and a range of views, the volume includes both chapters reporting on empirical research funded by TIRF grant recipients and several from invited authors who are senior scholars in the field. This is the third volume in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.

Professional Learning Through Transitions and Transformations

Author : Judy Williams
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Through a narrative inquiry approach, this book examines the personal professional journeys of teacher educators who have undertaken self studies, and/or researched the professional development of teacher educators. The theme of the book is how change, through professional transitions and transformations and notably, through self study research, has shaped the professional identities and practices of these teacher educators. Each chapter is an exploration of how the author/s ‘became’ teacher educators in relation to personal and/or professional transitions, such as transitioning from teacher to teacher educator; moving between different institutional and geographic contexts; or from changes in philosophical, policy and/or pedagogical understandings over time. Each narrative draws on the author’s self study experience, and develops their knowledge further by presenting the wisdom they have gained over their career as teacher educators. The book concludes with a discussion of the connections between the diverse experiences of the authors, and what can be learned from their accumulated wisdom about what is means to become a teacher educator in a dynamic and ever-changing educational landscape.

Becoming a Teacher Educator

Author : Anja Swennen
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Becoming a Teacher Educator is an impressive book for teacher educators who want to be informed about the latest views and practices of their profession. It is the first book that addresses a range of topics related to the work of teacher educators, the induction of teacher educators and their further professional development. Becoming a Teacher Educator has a practical focus and it provides theoretical insights, experiences of experts and practical recommendations. The book is rooted in the Association of Teacher Education in Europe (ATEE) and many of the chapters are written by authors who are active members of the ATEE. Researchers and practitioners from different parts of Europe, and beyond, joined their efforts to write a book that is truly international and combines research, practice and reflection. Becoming a Teacher Educator is essential reading for novice teacher educators as well as for experienced teacher educators who want to keep up with the latest insights in their profession. This book provides a guide for those who supervise novice and experienced teacher educators and for various professionals who are responsible for the professional development of teacher educators. "There is a growing need for evidence-based resources made available to (future) teacher educators. Since a learning society requires new sets of competencies of the main actors, we are most in want of knowledgeable teacher educators that support the professional development of their (student) teachers. This book fits the actual demands." (Dr. Joost Lowyck, Professor Emeritus, former director of the Teacher Education Institute, Leuven University). "This is an original book in a very important area. The editors define the concept of ‘teacher educator’ widely and I think, therefore, that the book is relevant for schools, higher education, and education authorities of all kinds. The authorship and theme have wide relevance across Europe, Australasia and North America." (Prof. Bob Moon, Professor in Education Teaching Studies, Department of Education, Open University, UK). "The book highlights that, while the current global focus is very much on the need to educate "sufficient and highly qualified teachers", little political focus is given to those who "teach the teachers". What makes this book distinctive for all engaged in teacher education, whether experienced or novice, is that it allows the spotlight on those who teach the teachers and the opportunity for teacher educators to discuss, debate and seriously examine themselves as a profession." (Simone White, Deakin University, Australia)

Teacher Training and Professional Development Concepts Methodologies Tools and Applications

Author : Management Association, Information Resources
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Regardless of the field or discipline, technology is rapidly advancing, and individuals are faced with the challenge of adapting to these new innovations. To remain up-to-date on the current practices, teachers and administrators alike must constantly stay informed of the latest advances in their fields. Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the methods, skills, and techniques that are essential to lifelong learning and professional advancement. Including innovative studies on teaching quality, pre-service teacher preparation, and faculty enrichment, this multi-volume book is an ideal source for academics, professionals, students, practitioners, and researchers.

The Professional Identity of Teacher Educators

Author : Ronnie Davey
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The Professional Identity of Teacher Educators offers a contemporary study of teacher education in a period of huge international, institutional and professional change. The book explores the experiences, understandings, and beliefs that guide the professional practices of teacher educators, and paints a picture of a profession that offers huge rewards, alongside challenges and frustrations. What are the responsibilities of the job and how does it re-shape the professional identity of those who do it, day in, day out? What are the challenges and opportunities for teacher educators arising from constantly evolving education policies? Drawing on the findings of a phenomenological study of the professional self-image and identities of pre-service teacher educators, this book provides an account of how a number of teacher educators have come to terms with their own identities as professionals at a time of considerable institutional turmoil. Moving beyond these individual stories, broader theoretical issues are also addressed: are there some distinctive but common elements that might distinguish the professional identity of the particular group we call teacher educators; and if there are, what might those characteristics be? Included in the book: identity and professional identity in teaching and teacher education investigating a professional identity the process of becoming a teacher educator teacher educators’ changing job descriptions in an era of reform the distinctive knowledge-base and expertise of teacher educators’ teacher educators’ self-image teacher educators as a community of practice. Ronnie Davey provides a unique and compelling report on cutting edge teacher education research, encapsulating the major issues associated with being a teacher educator, and how that influences and shapes teacher educators’ identity. This book will be invaluable reading for teacher educators and researchers with an interest in professional identity and teaching in Higher Education.

Teacher Educator International Professional Development as Ren

Author : Laura Blythe Liu
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Teacher-educator international professional development involves personal and professional, research- and practice-oriented, and pragmatic and aesthetic growth. This text encourages teacher educators to explore this work as Ren, or benevolent human beings, in cultivating global professional communities. As faculties engage in Ren as a vital 21st century form of development, new insights may emerge for how to revive and apply this concept in our changing global society. This text begins by discussing evolving concepts of achievement in an era of globalization, contrasting comparative conquest with global notions of relational integrity. Evolving aspects of achievement in 21st century China are also included. The text goes on to explore aspects of 21st century teacher quality and professional development, before presenting a theoretical framework for the international professional development of teacher education faculties as a process of becoming professional individuals, research-based practitioners, and aesthetic engineers. Narrative inquiry, including the aesthetic approach employed in this text, is described as the research method used to explore the development of 15 faculty participants in this text’s case study of one teacher education research center at a Chinese university. Findings from the author’s two-year immersion at the research site involve three overarching “complementary contrasts,” or “tensions held in balance,” across the 15 faculties in this study. These tensions included harmonizing (1) community and individuality, (2) adaptability and expression, and (3) authority and compassion. The findings are discussed in light of the original theoretical framework for teacher-educator international professional development by integrating participant interviews, research publications, and further observations into current academic discourse. The text concludes by offering implications for teacher-education practice, research, and policy for China, and other countries including the U.S., and suggests how the findings connect to global academic discourses on teacher-educator professional development across international settings.

Experiences of Second Language Teacher Education

Author : T. Wright
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This book brings together the voices of teacher educators working in different national and educational settings. It Covers themes such as change in teacher education practices, the influences of context on practice, and of interculturality, to provide rich insights into the processes and effects of second language teacher education.

Creating Professional Development That Works

Author : Andrea L. Ray
File Size : 80.36 MB
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Many inservice teacher educators are experienced classroom teachers; however, they have little if any formal training in the design of professional development. As a result, they are likely to use an unintentional design process to create professional development that conflicts with what research has found to be effective, and lacks the capacity to change deeply held pre-existing beliefs, attitudes, and assumptions of inservice teachers. This book provides inservice teacher educators with a design process developed especially for them, in-depth knowledge of the research foundation of the process, and the confidence to use that process effectively. This book will provide a comprehensive view of the relationship between the effectiveness of professional development and its design."

The Professional Development of Teacher Educators

Author : Tony Bates
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This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.

Everyone Teaches and Everyone Learns

Author : Lourdes Z. Mitchel
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This book is designed to offer practical applications on how partners can work together to implement the mission and goals of the PDS by providing ways that PDS partners can engage in a much deeper and more profound experience that results in a synergistic relationship. Joint involvement in application of practice takes each partner to a level far greater than traditional teacher education and professional development practices while creating a cooperative community of practice centered on teacher and student learning.

Handbook of Research on Field Based Teacher Education

Author : Hodges, Thomas E.
File Size : 67.92 MB
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Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and “on-the-job” learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.

Quality in Teacher Education and Professional Development

Author : John Chi-Kin Lee
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This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education. This edited book provides a comprehensive discussion on other issues in the management and implementation of change in teacher education related to teacher education curricula for professional development of teachers. A combination of chapters provides an overview, a review of literature and research as well as offering examples of teacher education practice and updated empirical research on these topics co-edited by two senior scholars and written by experts from Mainland China (including Hong Kong ) and Germany. The volume addresses key issues on teacher standards, ICT in education and e-learning in teacher education, STEM education, vocational teacher education, university-school partnership in teacher education and teaching Chinese or German as a second language. This is an up-to-date academic book to look at profound issues related to quality in teacher education and teachers’ professional development in mainland China and Germany. It will be a useful reference for graduate students and researchers in the field of international and comparative education, teacher education and curriculum studies, teacher educators and practitioners to learn from trends, best practice and challenges that have been encountered in Mainland China and Germany.

Mindful L2 Teacher Education

Author : Karen E. Johnson
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Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider's look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise. First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analysesof the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediationis positioned as the nexus of mindful L2 teacher educationand proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.

Designing Professional Development for Teachers of Science and Mathematics

Author : Susan Loucks-Horsley
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The classic guide for designing robust science and mathematics professional development programs! This expanded edition of one of the most widely cited resources in the field of professional development for mathematics and science educators demonstrates how to design professional development experiences for teachers that lead to improved student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects recent research on PD design, underscores how beliefs and local factors can influence PD design, illustrates a wide range of PD strategies, and emphasizes the importance of: Continuous program monitoring Combining strategies to address diverse needs Building cultures that sustain learning

Language Teacher Education in a Multilingual Context

Author : John Trent
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This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.

Re imagining Professional Experience in Initial Teacher Education

Author : Ange Fitzgerald
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This book takes a fresh look at 'professional experience' in initial teacher education in Australia. Using collaborative narrative methodologies, the authors critically explore the ways in which one faculty of education engages with schools, industry, the teaching profession and government policy to deliver an innovative professional experience program. It includes chapters offering new perspectives on more traditional practicums in schools, as well as those reporting on exciting partnership initiatives where pre-service teachers, teacher educators and practitioners work together to teach and learn in new and mutually beneficial ways. There is a particular focus on the professional learning of all stakeholders from across the professional experience program. The book allows readers to gain a new understanding of the experiences and learning opportunities available to all stakeholders when a professional experience program makes a priority of boundary work, relational work and identity work. With the critical and creative power of narrative to convey what other research methodologies cannot, it shows how one institution has developed a variety of innovative approaches and structures in response to on-going debates on quality in teacher education, the role of educational partnerships in teacher preparation and the personal and professional insights gained from such opportunities.

Handbook of Research on Professional Development for Quality Teaching and Learning

Author : Petty, Teresa
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As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.

The Professional Education and Development of Teachers of Mathematics

Author : Ruhama Even
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The premise of the 15th ICMI Study is that teachers are key to students' opportunities to learn mathematics. What teachers of mathematics know, care about, and do is a product of their experiences and socialization, together with the impact of their professional education. The Professional Education and Development of Teachers of Mathematics assembles important new international work- development, research, theory and practice - concerning the professional education of teachers of mathematics. As it examines critical areas to reveal what is known and what significant questions and problems warrant collective attention, the volume also contributes to the strengthening of the international community of mathematics educators. The Professional Education and Development of Teachers of Mathematics is of interest to the mathematics education community as well as to other researchers, practitioners and policy makers concerned with the professional education of teachers.

Teacher Induction

Author : Les Tickle
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"Les Tickle's work is notable for its solid grounding in excellent fieldwork and the sympathetic voice he gives to teachers. His research in teacher education has helped shape our understanding of what teachers do and how we think about their roles and their learning. Because of his affinity for colleagues in the education profession he provides sensible guidance based on scholarly work which makes sense to the people about and for whom it is written" - Professor Howard Johnston, University of South Florida, Tampa. This book focuses on the stage of induction into the teaching profession. It draws on research and practical experiences, including those of new teachers, and considers professional development in the context of international concerns for the quality of education and standards of teaching. In asking 'how can teacher education for this career stage be best conceptualised, designed, and provided?' the author has explored in detail what it is that teachers are expected to know and be able to do on entry into the profession. He challenges some common assumptions about induction, and about teachers' knowledge, considering both in relation to the school curriculum. The book offers a re-conceptualisation of induction; practical principles for the development of new teachers' practice which will enable them to contribute actively to the reconstruction of education; and proposals for support programmes to go beyond the first year of teaching. It will be important reading for teacher educators and school based mentors with responsibility for induction and continuing professional development.