10 SES 10 D, Teacher Education In Crisis? An International Attempt To Reframe Teacher Educators’ Professionalism And Pedagogy
This roundtable discussion brings together teacher educators from diverse European and international backgrounds: England, Belgium, Holland, Israel, New Zealand and Norway.
Within the backdrop of the European Commission's recent policy gaze on teacher education we stand at the juncture of paradigmatic and contradictory shifts in teacher education. While politicians and policy makers point to the significance of the academy in top performing PISA education systems, teacher education, in many countries, is increasingly moving into schools as are many of the professionals and para-professionals associated with this contested field. Conflicts between policy and practice arise as teacher educators are caught between the competing demands of job preparation, social reproduction, social engineering and social justice. By exploring broader and deeper understandings of what it means to be a teacher educator this international roundtable discussion seeks to explore the policy, practice and values that underpin this hybrid and ill-defined professional group (Murray 2012; Berry 2013). In so doing it seeks to reassert and reframe a pedagogy and knowledge base of teacher education in the light of shifting landscapes. To frame this discussion on the nature and role of a teacher education profession our round-table dialogue, with teacher educators from different European settings will, through systematic enquiry, draw upon four domains, namely identity, criticality, communication and boundary crossings.
Berry, M. 2013. Teacher Educators’ Professional Learning: “You’re more or less on your own”. Paper Presented at ISATT, Ghent, 2-7th July 2013). European Commission. 2013. Supporting Teacher Educators For Better Learning Outcomes. Brussels, October 2013. Murray, J. Czerniawski, G. & Barber, P. 2011. Faculty Identities, Academic Communities and Knowledge Terrains in Teacher Education. Journal of Education for Teaching, 37.3. pp.105 – 125. Murray, J. 2012. Towards the re-articulation of the work of teacher educators in Higher Education institutions in England European Journal of Teacher Education 31. 1. pp. 17–34 Smith, K. 2012. The multi-faceted teacher educator- a Norwegian perspective. Journal of Education for Teaching, 37 (3), 337-349. Zeichner, K., & Conklin, H. (2005). Teacher education programs. In M. Cochran‐ Smith & K. Zeichner (Eds.), AERA panel on research in teacher Education. Washington, DC: American Educational Research Association.
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