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ERIC Number: EJ799606
Record Type: Journal
Publication Date: 2008-May
Pages: 18
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0261-9768
The Formal and Situated Learning of Beginning Teacher Educators in England: Identifying Characteristics for Successful Induction in the Transition from Workplace in Schools to Workplace in Higher Education
Harrison, Jennifer; McKeon, Frankie
European Journal of Teacher Education, v31 n2 p151-168 May 2008
We present interview data from the early stages of a longitudinal study on the emerging professional, academic identities of five beginning teacher educators. We identify the main facilitators and barriers which support different types of professional learning. Barriers in the early stages include: a reliance on trial and error learning, inappropriate induction courses, poor mentoring and support structures and relatively few opportunities for collaborative work. Facilitators include: flexible induction programmes, learning conversations with key colleagues and personal experience of learning at Masters' level. The data are discussed in relation to the described experiences of formal and situated (informal) learning. The positive impact of formal learning, as well as the capacity to "fit in", show us that "learning by participation" alone is an insufficient model to account for the complexities of becoming a teacher educator in new settings. (Contains 1 table and 3 notes.)
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 - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)