10 SES 14 A, Innovation And Reform In Teacher Education: Historical perspectives on change and transformation
It is only recently that teacher educators are recognised as a professional group within education (European Commission, 2013). One of the reasons for this may be the absence of a specific professional and academic knowledge base for and about teacher educators. For certain professions, such as medicine and architecture, the development of technical academic knowledge increased to the professionalization of the profession (Abbott, 1988). However, the need for technically advanced knowledge is less felt by professions like law and education. The members of these professions are not so much interested in being able to offer high-quality technology, but to share useful, work-related and advanced knowledge (Hargreaves, 2000). Therefore, the knowledge base for teacher and teacher educators cannot always be classified neatly in terms of professional, semi-professional or academic knowledge. I use the general term ‘knowledge‘ to indicate publications that were written for, about and by teacher educators in the Netherlands. Based on an historical study into the profession and identity of teacher education (Swennen, 2012), I describe the development of a knowledge base for, about and by teacher educators and the implications of this development for the identity of teacher educators. After 1950 the first documents for teacher educators that aimed at the enhancement of the work of their work as teacher educators were published by researchers and experts at national professional development institutes. It took until the last decades of the 20th century before the first articles about teacher educators as a specific professional group emerged. Over the last two decades teacher educators themselves are involved in academic and practice based research and now contribute to the knowledge base of their profession. By doing this, they extended and are still extending their traditional identities with that of researcher.
Abbott, A. (1988). The system of professions: An essay on the division of expert labor. Chicago/London: The University of Chicago Press. European Commission (2013). Supporting teacher educators for better learning outcomes. Retrieved 10 January on http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf. Hargreaves, D. (2000). Teaching as a research-based profession: Possibilities and prospects. In B. Moon, J. Butcher & E. Bird (Eds.), Leading professional development in education (pp. 200-210). London/New York: Routledge/Falmer. Swennen, A. (2012), Van oppermeesters tot docenten hoger onderwijs: De ontwikkeling van het beroep en de identiteit van lerarenopleiders [The development of the profession and identity of teacher educators], Amsterdam: VU University Amsterdam. Available on http://dare.ubvu.vu.nl/handle/1871/38045.
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.