Developing Pedagogical Practice and Professional Identities of Beginning Teacher Educators

Autor/inn/en	McKeon, Frankie; Harrison, Jennifer
Titel	Developing Pedagogical Practice and Professional Identities of Beginning Teacher Educators
Quelle	In: Professional Development in Education, 36 (2010) 1-2, S.25-44 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Beginning Teachers; Teacher Educators; Educational Practices; Pedagogical Content Knowledge; Professional Development; Teacher Characteristics; Teaching Experience; Interviews; Teacher Role; Influences; Organizational Climate; Organizational Culture; Longitudinal Studies; Case Studies + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Lehrerrolle; Influence; Einfluss; Einflussfaktor; Organisationsklima; Unternehmenskultur; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study
Abstract	This exploratory study draws on the experiences, workplace learning and professional development of five beginning teacher educators in the first three years of their new careers. Examples of their developing pedagogic practices and reasoning and conceptions of their roles and identities as teacher educators in their new settings have been generated from interviews from this longitudinal case study. Individual differences, which emerged from the start, remain but greater confidence to be more experimental with their student-teachers, to plan for student-teacher-led learning and to undertake modelling and more open discussion about their pedagogical practice and principles are reported. Insights are being gained into the ways in which professional pedagogical learning has developed and into the particular workplace learning influences on the formation of their emerging professional identities as teacher educators. (Contains 6 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10