Academic Work and Identities in Teacher Education
Nonfiction, Reference & Language, Education & Teaching
| Author: | ISBN: | 9781134921157 | |
| Publisher: | Taylor and Francis | Publication: | April 8, 2016 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781134921157 |
| Publisher: | Taylor and Francis |
| Publication: | April 8, 2016 |
| Imprint: | Routledge |
| Language: | English |
With its focus on the work and identity of teacher educators, this bookaddresses an essential but under-researched area in teacher education. It makes a major contribution to analysing the field and develops existing research on the working lives and identities of teacher educators. The book explores ideas about the future of teacher education and the implications for policy changes in education systems across the world. It brings together studies from across the globe on how teacher educators, within higher education institutions, function as both academics and professionals in different institutions and nations. It also considers professional learning for teacher educators as an occupational group and makes practical suggestions for change and improvement in this often neglected area of higher education.
The book deliberately draws on research from a range of traditions, including life history, policy analysis, ethnography and self-study. The contributions come from major researchers in teacher education in Australia, Continental Europe, the USA and Canada, the UK and Asia.
This book was originally published as a special issue of the Journal of Education for Teaching.
With its focus on the work and identity of teacher educators, this bookaddresses an essential but under-researched area in teacher education. It makes a major contribution to analysing the field and develops existing research on the working lives and identities of teacher educators. The book explores ideas about the future of teacher education and the implications for policy changes in education systems across the world. It brings together studies from across the globe on how teacher educators, within higher education institutions, function as both academics and professionals in different institutions and nations. It also considers professional learning for teacher educators as an occupational group and makes practical suggestions for change and improvement in this often neglected area of higher education.
The book deliberately draws on research from a range of traditions, including life history, policy analysis, ethnography and self-study. The contributions come from major researchers in teacher education in Australia, Continental Europe, the USA and Canada, the UK and Asia.
This book was originally published as a special issue of the Journal of Education for Teaching.
