From teacher to teacher educator: developing the knowledge base through formal study.
In 2016-17, MU Department of Education introduced a teacher education (TE) strand into the M Ed programme. This strand was aimed at those who are currently working as teacher educators, on a part-time or full-time basis, in first or second order settings, and at various stages of the continuum of teacher education (initial, induction and in-career).
Questionnaires and interviews are used to capture the stories and experiences of participants in the strand in order to explore the question: How does participation in a programme of study on teacher education impact on the practices and identities of teacher educators?
Preliminary analysis indicates that:
1. the participants’ capacity for professional dialogue increases;
2. their practices as teacher educators are more critically reflective;
3. they struggle with the development of a teacher educator identity, particularly if they are working as second order practitioners in a first order setting.
Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators:
their identities, sub‐identities and implications for professional development, Professional Development in Education, 36:1-2, 131-148
Walsh, T., & Dolan, R. (2018). Changing identities and practices: transitioning from the role of supervisor to placement tutor in initial teacher education in Ireland. Professional Development in Education, DOI: 10.1080/19415257.2018.1427131