Being, Becoming, and Belonging: An International Study of Teacher Educators' Professional Learning in Research-Intensive Universities

• In Event: Reflections on Teacher Education in Global Contexts

Abstract

This study investigates the professional learning needs of new teacher educators engaged in large teacher education programs in three research-intensive universities in different national, institutional and policy contexts in England, Singapore and Canada. This qualitative comparative case study uses data from interviews with 41 novice (0- 2 years) and experienced (more than 5 years) teacher educators supplemented by institutional policy and program documents. Three dimensions that influence enactment of the complex role of teacher educator were identified: conceptions of practice, conceptions of context, and personal, professional histories. A conceptual framework using these dimensions is offered which can be used to identify personalized learning needs of new teacher educators which may be addressed through individual and institutional action.

Authors

• Sarah Worton, University College London

• Polly Glegg, University College London

• Bee Leng Chua, Nanyang Technological University

• Suzanne S. Choo, Nanyang Technological University - National Institute of Education

• Kathryn Broad, OISE/University of Toronto

• Leslie Stewart Rose, University of Toronto