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EJ982070 - The Trials of Transition, and the Impact upon the Pedagogy of New Teacher Educators

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ERIC #:	EJ982070
Title:	The Trials of Transition, and the Impact upon the Pedagogy of New Teacher Educators
Authors:	Field, Sue
Descriptors:	Foreign Countries; Teaching (Occupation); Career Development; Teacher Educators; Higher Education; Professional Identity; Educational Environment; School Culture; Differences; Teacher Role; Qualitative Research; Transitional Programs; Program Effectiveness; Validity; Teaching Models; Teacher Education; Credibility; Teaching Experience
Source:	Professional Development in Education, v38 n5 p811-826 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. Although traditionally an under-researched group, recent studies have confirmed that this transition from schoolteacher to teacher educator is fraught with difficulty, and that the new professional identity is hard-won. This has been variously linked to the differing demands and culture of the two workplace settings, as well as the shifts in role, some of which are subtle but fundamental in terms of impact. Although, to an extent, the findings of this small-scale qualitative study of a group of recently appointed teacher educators do mirror those of previous studies, they also indicate that there may be an underlying key theme which has received less attention thus far; that is, the development of an understanding of the pedagogy of initial teacher education. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole. (Contains 1 note and 2 figures.)
Abstractor:	As Provided
Reference Count:	23

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1941-5257
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1080/19415257.2012.701658

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