ERIC Number: EJ1039511
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-9768
EISSN: N/A
Teacher Educators' Identity: A Review of Literature
Izadinia, Mahsa
European Journal of Teacher Education, v37 n4 p426-441 2014
Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is provided. Fifty-two research papers were analysed to identify challenges and tensions teacher educators experience during their induction, factors which influence the development of their professional identity, and the features that induction programmes should have. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators' transition and enhance their identity development. Key features of academic induction were identified as acting as a learning community, cultivating supportive and professional relationships, encouraging self-enquiry and research and involving teacher educators in reflective activities.
Descriptors: Foreign Countries, Teacher Education, Teacher Educators, Professional Identity, Literature Reviews, Social Support Groups, Communities of Practice, Interprofessional Relationship, Reflection, Faculty Development, Teacher Orientation, Stress Variables
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Belgium; Canada; Estonia; Finland; Netherlands; United Kingdom; United States
Grant or Contract Numbers: N/A