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Helen Coker; Tara Harper; Louise Campbell; Sharon Tonners-Saunders; Lina Waghorn; Derek Robertson – Teacher Education Advancement Network Journal, 2024
The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need…
Descriptors: Digital Literacy, Teacher Education, Teacher Educators, Teaching Experience
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White, Elizabeth; Mackintosh, Julia; Dickerson, Claire – Teacher Education Advancement Network Journal, 2022
Teachers who mentor student teachers have a range of mentoring, coaching and teaching experience. Appropriate professional development for mentors takes consideration of this experience as well as the age phase, context (for example, main-stream or special education setting) and route that the student teacher is taking into teaching (school-based…
Descriptors: Mentors, Student Teachers, Preservice Teacher Education, Teacher Educators
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Biberman-Shalev, Liat; Korem, Anat; Ram, Drorit – Teacher Education Advancement Network Journal, 2022
Pre-service teachers' reflection is a common professional practice in the context of teacher education. The integration of blogs as reflective journals in teacher education may contribute to bridging practical field know-how with the academic knowledge base. In particular, the blog may serve as a virtual space for a community of practice where all…
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Educators, Electronic Publishing
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Crooks, Victoria; London, Laura; Snelson, Helen – Teacher Education Advancement Network Journal, 2021
Following a decade of shift towards more school-led or school-centred initial teacher training it is time to assess the impact of this change on the roles of mentors and tutors in university based initial teacher education (ITE) partnerships. This paper therefore elicited the perceptions of school-based mentors' contributions to the education of…
Descriptors: Preservice Teacher Education, Mentors, Teacher Education Programs, College School Cooperation
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Atherton, Pete – Teacher Education Advancement Network Journal, 2020
This paper inhabits the increasingly popular space of autoethnographic study. The piece is designed to critique and contextualise the process and usefulness of autoethnography as a way of making meaning. The study centres on how one highly experienced teacher and newly appointed teacher educator is using narrative writing to unpick and locate…
Descriptors: Autobiographies, Ethnography, Personal Narratives, Research Methodology
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Perry, Emily; Boodt, Sarah – Teacher Education Advancement Network Journal, 2019
Teacher educators are crucial for the quality of the teaching workforce and therefore to the outcomes of learners. However, teachers frequently become teacher educators with little or no professional development to support them in these roles. In this paper we report on a professional development programme which aimed to address this gap in…
Descriptors: Teacher Educators, Teachers, Faculty Development, Foreign Countries
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Douglas, Alaster Scott – Teacher Education Advancement Network Journal, 2019
This study compares interview data from four pre-service teachers who took part in an ethnographic study in 2006 whilst on their teacher education course and then were interviewed again in 2015 about their subsequent careers. Their conceptualisations of knowing and of becoming a teacher are explored in order to comment on the process of learning…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Educational Philosophy
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Majer, Vanessa – Teacher Education Advancement Network Journal, 2019
Textbooks on dyslexia ascertain that writing strategies designed for dyslexic students are effective, some suggesting their suitability for all students. However, there is a lack of empirical evidence to substantiate these claims (Glazzard, 2011). This paper examines these claims, by presenting the findings from research into writing strategies…
Descriptors: Foreign Countries, Teacher Education Programs, Preservice Teacher Education, Educational Philosophy
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Compton, Ashley; Crawley, Jim; Curtis, Fiona; Douglas, Alaster Scott; Eaude, Tony; Jackson, Alison; Philpott, Chris; Plater, Mark; Powell, David; Sewell, Adele; Vincent, Karen – Teacher Education Advancement Network Journal, 2019
This question - 'What are the characteristics of a professional teacher educator?' - was simply sent out as a survey to all teacher educators who engage with the Teacher Education Advancement Network (TEAN). The aim was to give respondents the opportunity to comment from their own perspectives, whatever they were, thus adding their voices to our…
Descriptors: Teacher Educators, Teacher Characteristics, Professional Identity, Teacher Competencies
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Hindmarsh, Sarah – Teacher Education Advancement Network Journal, 2018
Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit focussed on the structured observation of…
Descriptors: Learner Engagement, Outdoor Education, Field Instruction, Travel
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Cobb, Wendy; Haisman-Smith, Nick; Jordan-Daus, Kerry – Teacher Education Advancement Network Journal, 2017
'Working in partnership to transform society through education' is the inspirational mission statement of our Faculty of Education. But what can and does 'working in partnership' mean in practice? This paper outlines a partnership development story with a charity and a university Faculty. There is limited research surrounding academic partnerships…
Descriptors: Empowerment, Change Agents, Partnerships in Education, Teacher Educators