Professional Learning Through Transitions And Transformations: Teacher Educators’ Journeys Of Becoming (self-study Of Teaching And Teacher Education Practices)
by Mike Hayler /
2015 / English / PDF
4.8 MB Download
Through a narrative inquiry approach, this book examines the
personal professional journeys of teacher educators who have
undertaken self studies, and/or researched the professional
development of teacher educators. The theme of the book is how
change, through professional transitions and transformations and
notably, through self study research, has shaped the professional
identities and practices of these teacher educators. Each chapter
is an exploration of how the author/s ‘became’ teacher educators in
relation to personal and/or professional transitions, such as
transitioning from teacher to teacher educator; moving between
different institutional and geographic contexts; or from changes in
philosophical, policy and/or pedagogical understandings over time.
Each narrative draws on the author’s self study experience, and
develops their knowledge further by presenting the wisdom they have
gained over their career as teacher educators. The book concludes
with a discussion of the connections between the diverse
experiences of the authors, and what can be learned from their
accumulated wisdom about what is means to become a teacher educator
in a dynamic and ever-changing educational landscape.
Through a narrative inquiry approach, this book examines the
personal professional journeys of teacher educators who have
undertaken self studies, and/or researched the professional
development of teacher educators. The theme of the book is how
change, through professional transitions and transformations and
notably, through self study research, has shaped the professional
identities and practices of these teacher educators. Each chapter
is an exploration of how the author/s ‘became’ teacher educators in
relation to personal and/or professional transitions, such as
transitioning from teacher to teacher educator; moving between
different institutional and geographic contexts; or from changes in
philosophical, policy and/or pedagogical understandings over time.
Each narrative draws on the author’s self study experience, and
develops their knowledge further by presenting the wisdom they have
gained over their career as teacher educators. The book concludes
with a discussion of the connections between the diverse
experiences of the authors, and what can be learned from their
accumulated wisdom about what is means to become a teacher educator
in a dynamic and ever-changing educational landscape.