Professional Path to Become a Teacher Educator: Commonalities and Differences

• In Event: 70.040 - Global Impact, Local Trends: Glocality in the Lives of Teachers

Abstract

This research focused on the professional path of teacher educators from a situated perspective. The research used a mixed methods approach in a sample of teacher educators from four (4) pre-service Chilean teacher education programs. Data was collected through questionnaires and semi-structured interviews and analyzed using descriptive analyses and the Dialogic Discourse Analysis method (DDA). Results reveal that teacher educators are characterized by being a heterogeneous group. In addition, they tend to focus more on their role as teachers rather than researchers and received little support in their early years as teacher educators. The conclusions put forward several suggestions which should be taken into consideration when preparing the next generation of teacher educators.

Author

• Helena Loreto Montenegro, Pontificia Universidad Catolica de Chile