Landmarks in the professional and academic development of mid-career teacher educators
Year: 2013
Type: article
Abstract: This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors.
Authors: Vivienne Griffiths, Simon Thompson, Liz Hryniewicz
Institutions: Canterbury Christ Church University, University of Sussex
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2017898131