10 SES 13 A, The Changing Landscapes Of Professional Knowledge: Exploring Teacher Educators' Identities in England, Norway and Holland
This symposium will, within the context of, supposedly, greater Europeanisation, explore the shifting landscapes of professional knowledge formation in England, Norway and Holland of a growing diversity of hybrid teacher-educators (Zeichner 2010). Following the 2013 European Commission’s publication ‘Supporting Teacher Educators for better learning outcomes’, the symposium will specifically focus upon the ‘Professional Competence’ and ‘Professional Knowledge Base’ of teacher education and teacher educators.
Internationally, teacher education is a diverse area of Higher Education (HE), within which individuals undertake different types of work and enter HE with different levels of experience and qualification. However, in different ways, all the three papers in this symposium follow the understanding of Goodson (2003) and Hodkinson & Hodkinson (2004) that issues related to all teacher educators’ professional knowledge and identity are intricately related in the formation and development of teachers and the ways in which they chose to deploy their knowledge in professional practice. The term ‘knowledge’ is used to include knowledge itself, as well as the pedagogical and inter-and intra-personal skills, practices and underpinning values for teacher educators’ work.
By focussing on Norway, Holland and England the papers presented and discussed will explore ways in which the knowledge bases of teacher educators can underpin a commitment to the lifelong learning of teacher educators, teachers, teachers in training and the learners of teachers. The Norwegian paper explores, through questionnaires and interviews, Norwegian university-based teacher educators’ competence viewed from their own and their student teachers’ perspective and aims to develop a deeper understanding of teacher educators’ roles. Colleagues from the Netherlands present their findings from a paper examining teacher educators’ portfolios within the context of professional standards and, in-so-doing, address what standards do teacher educators focus on, how do they learn and with whom, and what is the contribution to their professional development? Finally the English paper presents findings from a study exploring, through interview data, how the knowledge bases and identities of teacher educators were perceived by university and school-based teacher educators
This symposium will offer new and contrasting perspectives on the professional knowledge base of teacher educators from three distinctly different Northern European social welfare systems (Esping-Anderson and Myles 2009). In so doing, it is hoped that these perspectives will, within the context of the European Commission’s recent policy gaze, contribute to the improved understanding of teacher educators’ knowledge and identities and to the growing international literature on this divergent and diverging occupational group.
Esping-Anderson G., and J. Myles. 2009. The Welfare State and Redistribution, unpublished paper. http://www.esping-anderson.com/?a201ce18
European commission. 2013. Supporting Teacher Educators for better learning outcomes. Brussels: European Commission.
Goodson, I. F. (2003). Professional knowledge, professional lives: Studies in education and change. Open Maidenhead and Philidelphia: University Press.
Hodkinson, H. & Hodkinson, P. (2004). Rethinking the concept of community of practice in relation to schoolteachers. International Journal of Training and Development, 8(1), 21–31.
Zeichner, K. 2010. Re-thinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education 61: 89–99.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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