Multiple Spheres of Knowledge Required: An International Study on the Professional Development of Literacy Teacher Educators

• In Event: Roundtable Session 25
  In Roundtable Session: Comparisons of Teacher Literacy Knowledge and Practice in the United States and Abroad

Abstract

This study looked at 28 literacy teacher educators (LTEs) in Canada, US, UK, and Australia. They identified four spheres of knowledge: research; pedagogy in higher education; field of literacy; and school & government initiatives. They identified a number of forms of professional development: informal (e.g., discussion with colleagues), formal through induction programs for new faculty, with colleagues at academic conferences, and with practitioners. All were effective forms of PD. The needs of the new LTEs differed significantly from those of mid and later career LTE. Most LTEs have to organize their learning through their own efforts and networks which is time consuming.

Authors

• Bethan-Jane Marshall, Kings College, London

• Clare Kosnik, University of Toronto

• Cathy Marie Miyata, University of Toronto

• Pooja Dharamshi, University of Toronto - OISE

• Yiola Cleovoulou, University of Toronto - OISE

• Lydia Menna, OISE/University of Toronto

• Clive M. Beck, OISE/University of Toronto