University-based and school-based teacher educators

We welcome new blogs on teacher educators and teacher educator development (500-750 words). For more information see our Blog submission policy or contact your national moderator.


May 11, 2019

University-based teacher educators seen through the eyes of school-based teacher educators

Student teachers often complain about lack of communication between representatives from the different disciplines included in teacher education (Smith, 2015, 2016). In a recent study, a group of school-based teacher educators (mentors) with and without mentor education are interviewed focusing on university-based teacher educators’ (tutors’) competences and responsibilities (Helleve & Ulvik, 2019).
October 1, 2018

Interrogating Professionalism

Teacher educators frequently invoke the concept of ‘professionalism’ in their work with students. It is usually presented as an unqualified good, a set of values that aspiring teachers should aim to achieve. In some countries (e.g. Scotland), suites of ‘professional’ standards appropriate to different career stages have been developed, as well as a code of ‘professional’ conduct (see GTCS, 2018).
January 15, 2018

Adolescence psychology in school-based teacher education

In The Netherlands, workplace learning consists of 40% of initial teacher education. The main activities in workplace learning are the training of teaching skills and assignments for the teacher education institution and school.
August 24, 2017

Secondary (11-19) and specialist teacher identity in England

This report summarises some thinking which arises out of doctoral studies into music teacher biography (Dalladay, 2014) which has potential implications for other subject areas and which was first put forward at a recent conference...

 


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