Enacted Professionalism: Four Propositions on How to Support, Conceptualize, and Research Teacher Educator Professionalism

• In Event: 18.055 - Supporting Teacher Educators, Preservice Teachers, and Early-Career Teachers

Abstract

In this paper, I offer four propositions on how to support, conceptualize, and research teacher educator professionalism. These propositions are centered around one general claim that teacher educator professionalism can only be fully understood by looking at actual teacher education practices and how these unfold and develop. Based on such a conception of enacted professionalism, the first proposition questions the emphasis on teaching experience as essential to being a good teacher educator; the second proposition advances the idea that teacher education cannot be envisioned without someone to educate; the third proposition suggests to make the teacher education institute as an organization a central focus of understanding; and the fourth proposition addresses the need to reframe traditional forms of knowledge (re)presentation.

Author

• Eline Vanassche, Maastricht University