10 SES 13 E, Early Childhood Teacher Educator Identity and Continuing Professional Learning: Perspectives from Europe and beyond
There is a growing body of research in the international literature which problematises notions of teacher educator professional identity, in particular early career teacher educators, that is, those involved in the training of teachers. As individuals transition from teacher to teacher educator, their previous identity as a teacher can become a source of ‘credibility’ with the students they work with. However, research shows it can also impede their developing identity as a teacher educator. This symposium paper will seek to explore the problematic nature of teacher educator identity and examine issues that early career teacher educators face during transition into their new role. It argues for the importance of (re)thinking conceptualisations of professional identity and the ways in which teacher educators can be supported to engage more effectively in professional learning and reflective practice through research and collaboration.
Boyd, P., & Harris, K. (2010). Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional development in education, 36(1-2), 9-24. Davey, R. (2013). The professional identity of teacher educators - Career on the cusp? Oxon: Routledge. Izadinia, M. (2014). Teacher educators' identity: A review of literature. European journal of teacher education, 37(4), 426-441. Murray, J., & Male, T. (2005). Becoming a teacher educator: evidence from the field. Teaching and teacher education, 21, 125-142. Pascal, C., and T. Bertram. (2012) “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492. Warin, J., & Muldoon, J. (2009). Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions. British Educational Research Journal, 35(2), 289-303.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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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