Becoming a University Lecturer in Teacher Education: Expert School Teachers Reconstructing Their Pedagogy and Identity

Autor/inn/en	Boyd, Pete; Harris, Kim
Titel	Becoming a University Lecturer in Teacher Education: Expert School Teachers Reconstructing Their Pedagogy and Identity
Quelle	In: Professional Development in Education, 36 (2010) 1-2, S.9-24 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Interviews; Teacher Educators; Teacher Attitudes; Expertise; Transcripts (Written Records); Theory Practice Relationship; Self Concept; Career Change; Teaching Conditions; Adjustment (to Environment); Teachers; Schools of Education; Foreign Countries; Faculty Development; College Instruction; Teacher Education; Case Studies; College Environment; United Kingdom + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Expert appraisal; Theorie-Praxis-Beziehung; Selbstkonzept; Career changes; Berufswechsel; Lehrbedingungen; Unterrichtsbedingungen; Lehrer; Lehrerin; Lehrende; Erziehungswissenschaftliche Fakultät; Ausland; Hochschullehre; Case study; Fallstudie; Case Study; Hochschulumwelt; Großbritannien
Abstract	This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. In this case study of a single department a qualitative analysis is used to interpret the transcripts of 16 semi-structured interviews with lecturers in teacher education within four years of their appointment to higher education roles. They experience tensions within the educational partnership and professional field about the value of abstract knowledge compared with work-based practice and about what a lecturer in teacher education should be. The situated learning of the new lecturers within their particular departmental context encourages them to hold on to their existing identities as school teachers, rather than embrace new identities as academics. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10