File(s) under permanent embargo
Landmarks in the professional and academic development of mid-career teacher educators
journal contribution
posted on 2023-06-08, 19:49 authored by Vivienne Griffiths, Simon ThompsonSimon Thompson, Liz HryniewiczThis paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors.
History
Publication status
- Published
File Version
- Published version
Journal
European Jounal of Teacher EducationISSN
0261-9768Publisher
Taylor & FrancisExternal DOI
Issue
1Volume
37Page range
74-90Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2015-01-28First Compliant Deposit (FCD) Date
2021-03-08Usage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC