10 SES 08 E, Inclusion and the Exclusion in Teacher Education
Teacher educators as an occupational group are currently experiencing increased scrutiny by international policy makers and researchers alike. This group however is difficult to define and identify in a complex, changing teacher education policy reform environment. The European Commission (2013) has noted that ‘the task of educating a teacher is complex; it lasts throughout the teacher’s career; and it requires the cooperation of a wide range of actors (p.7).
The OECD (2010) report identified the importance of educating teacher educators as part of the larger ‘project’ of best preparing teachers who are capable of teaching an increasingly diverse student population. The report acknowledged however that “there is a surprisingly sparse knowledge base on how teacher educators are themselves prepared” (p.288). This presentation seeks to shine a light on what Snoek, Swennen and van der Klink (2011) have coined as the ‘hidden profession’.
In order to further develop a more nuanced and inclusive definition of the contemporary and changing ‘teacher educator’ further exploration is required. Snoek, Swennen and van der Klink (2011) tried to provide a response to this enduring question. They note, the definition of a teacher educator can be formulated as someone who contributes in a formal way to the learning and development of teachers.’ (p.652). While this working definition goes a long way in trying to name a difficult group to corral; this definition is still debatable and contestable as not yet representative or inclusive enough in light of shifting teacher education policy reforms.
While still considerably under-researched, there has been a growing research interest (matched with the focus by policy) into teacher educators over the past two decades. A review of the literature field (since 2000) was thus conducted to explore what new studies revealed about the group since the pioneering work of Ducharme (1993) into ‘teacher educators’ based at university.To commence the international literature review an initial search using the keyword ‘teacher educator’ was conducted. The search focused on research conducted within the past two decades (since 2000) and in particular research conducted and disseminated since 2010 (close to the date of the current definition presented by Snoek, Swennen and van der Klink, 2011) to identify what new facets of the evolving role of a teacher educator might emerge. Articles published in non-English and non-peer-reviewed journals, web pages or conference proceedings were excluded. The search involved searching main electronic databases such as Scopus, Sage Journals Online, Science Direct, ERIC, ProQuest Education Journals and consulting the list of references in the articles already found. There were some studies into specific categories of teacher educators, for example a literacy teacher educator or a special needs teacher educator that for the purposes of this particular study were excluded. The study sought to capture the broad field and definition.
The study reveals a growing diversity within the teacher educator 'profession' to encompass not only teacher educators more traditionally based in universities but also inclusive of school-based teacher educators who have an increasing role in supervising and mentoring pre-service teachers. In addition, there are also “hybrid” teacher educators (Klein, Taylor & Onore, Strom & Abrams, 2013) who work both across the university and school sites in various partnership programs, and there are also community based teacher educators who can include parents and community members mentoring pre-service teachers (Zeichner, Bowman, Guillen & Napolitan, 2016). The findings reveal distinctive groups emerging within the broader occupational group or profession, each with their own set of roles and professional learning needs. The studies overall reveal the need for a new set of professional learning support and career trajectory structures for all groups of teacher educators is required.
Ducharme, E. R. (1993). The lives of teacher educators. Teachers College Press. European Commission (2013) Supporting Teacher Educators: teaching the teacher. OECD (2010), Educating the teacher educators, OECD/CERI Teacher Education for Diversity thematic background paper. Snoek, M., Swennen, A., & van der Klink, M. (2011). The quality of teacher educators in the European policy debate. Professional Development in Education, 37(5). Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education, 67(4), 277-290.
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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