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ERIC Number: EJ1153346
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: N/A
Extending the Teacher Educator Role: Developing Tools for Working with School Mentors
Douglas, Alaster Scott
Professional Development in Education, v43 n5 p841-859 2017
This article considers the ways in which a group of university-based teacher educators work with school-based mentors (cooperating teachers). Owing to a number of changes in teacher education policy in England, feelings of marginalisation from the teacher educators are presented before exploring how they undertake their work with school mentors. Using a cultural and historical activity theory lens through which to view interview data, the analysis explores how teacher education activity has changed over the nine years since first interviewing the teacher educators. The findings identify three tools which mediate the work with school mentors. How the teacher educators perceive these tools is analysed in order to compare work intentions driven by the object motive of the teacher education activity with those advocated in the teacher education research literature. Collaborative working practices established by appropriating tools developed from scholarship activity around subject journals, research projects and mentor collectives suggest ways forward for enhancing the teacher educator role. This role is diversifying in teacher education in England with the introduction of new school-based training routes for beginning teachers. Consequently, there is growing need for greater clarity around the work, training and professional development opportunities for teacher educators in England.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A