Writing as a Journey of Professional Development for Teacher Educators

Autor/inn/en	Shteiman, Yehudit; Gidron, Ariela; Eilon, Batia; Katz, Pnina
Titel	Writing as a Journey of Professional Development for Teacher Educators
Quelle	In: Professional Development in Education, 36 (2010) 1-2, S.339-356 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Focus Groups; Teacher Educators; Foreign Countries; Faculty Development; Interviews; Holistic Approach; Evaluation Methods; Writing for Publication; Teacher Researchers; Israel + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Interviewing; Interviewtechnik; Holistischer Ansatz; Lehrerforschung
Abstract	The linkage between writing and professional development of teacher educators has hardly been investigated in the past. Our study aims to explore and describe how teacher educators, who wrote and published books in their knowledge domains, with budgetary, professional and institutional support, perceive the experience of writing, and to what extent they view it as contributing to their personal professional development. Eighteen experienced teacher educators, who completed their respective books, were interviewed individually or participated in a focus group discussion, in which they told their stories of writing their own books. The transcriptions of these narratives were analyzed, using both holistic and analytic methods. The findings reveal that although the teacher educators had different motivations for writing and took various paths in their writing, they all view this experience as contributing to them cognitively, emotionally and in practice; teaching nourished their writing but was also influenced by and improved as a result of the writing. We therefore suggest that the notion of writing and publishing books about theoretical knowledge and the practical wisdom of teacher educators become an established practice as a professional development convention for teacher educators. By providing editorial and budgetary support, we can offer the encouragement to teacher educators to make writing and publishing an integral part of their professional undertaking. In this way, we can elevate the academic status of teacher educators and broaden our knowledge on practical and theoretical aspects of teacher education. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10