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ERIC Number: EJ1021415
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0260-7476
A Foot in Many Camps: Literacy Teacher Educators Acquiring Knowledge across Many Realms and Juggling Multiple Identities
Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive
Journal of Education for Teaching: International Research and Pedagogy, v39 n5 p523-540 2013
This study involved 28 literacy/English teachers in four countries: Canada, the USA, the UK and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Most went far beyond simply telling stories about their previous work. All were heavily influenced by their own childhood experiences, which continue to affect their current work. Many felt that they needed to hold dual identities, teacher and academic, because they were still heavily involved in schools through their research and in-service activities. Several felt that there was a hierarchy in their department with those most removed from schooling at the highest tier. Most saw themselves in the field of literacy not teacher education and gravitate towards literacy-focused conferences and journals rather than those in teacher education.
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 Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; United Kingdom; United States