NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107266
Record Type: Journal
Publication Date: 2015
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1814-6627
Teacher Educators' Professional Journeys: Pedagogical and Systemic Issues Affecting Role Perceptions
Braund, Martin
Africa Education Review, v12 n2 p309-330 2015
Teacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers' subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers' lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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: South Africa; United Kingdom (England)
Grant or Contract Numbers: N/A