10 SES 14 B, Mapping Teacher Education across Europe and Beyond | Learning from Accomplished Teacher Educators
Global teacher education reforms have meant that those who work in teacher education: teacher educators, have experienced increased policy scrutiny (Whitty & Power, 2000; European Commission 2013). Often such policy is developed in the absence of teacher educators’ voices and tends to be about teacher educators, not always by and with teacher educator researchers informing policy. One of the reasons for this to date, are the self-identification issues in being named as a teacher educator (White, 2016), and the rather haphazard nature of entering the field of teacher education leading to its description as an ‘accidental career’ (Mayer et al. 2011, p. 252) and a ‘hidden profession’ (Livingston, 2014, p. 218). Studies also highlight the lack of induction, mentoring and professional advice given to beginning teacher educators as they enter the field (White & Forgasz, 2016; Martinez, 2008). This international study attempts to address this issue by listening to and documenting the voices, experiences and advice of internationally recognized and identified accomplished teacher educators: indeed ‘intellectual giants in the teacher education field’. Drawing from data sets as part of the larger Learning from Accomplished Teacher Educators study, this particular paper focuses on the responses of the study’s twenty accomplished teacher educators when asked the question ‘what advice would you give beginning teacher educators?’ Specific responses to the questions were analysed as well as the larger set of data, to glean various comments and advice in their general responses to all the questions. This paper focuses on their collective wisdom and specific advice to the next generation from their own life lessons and experiences as they have witnessed the increased marketization reform agenda and policy gaze. Key themes that emerged highlight the importance of the next generation learning to proactively work with the media and embracing new forms and genres of research engagement and dissemination. Accomplished teacher educators also reflected on the importance of building a connected global teacher educator community providing examples for novices of how to link studies and networks to best serve the needs of all teachers, their students and communities. It is important to note the participants acknowledged that their own experiences reflect the socio-cultural and historical shifts in the field and the advice provided is to those who now need to navigate the constant political shifts of teacher education taking place and the reality that the future is very uncertain.
Ellis, V., & McNicholl, J. (2015). Transforming Teacher Education: Reconfiguring the Academic Work. London: Bloomsbury Publishing. Mayer, D., Mitchell, J., Santoro, N., & White, S. (2011). Teacher Educators and ‘Accidental’ Careers in Academe: An Australian Perspective. Journal of Education for Teaching, 37(3), 247–260. doi:10.1080/02607476.2011.588011. White, S., & Forgasz, R. (2016). The Practicum: The Place of Experience? In the International White, S. (2016). Teacher education research and education policymakers: an Australian perspective. Journal of Education for Teaching, 42(2), 252-264. Whitty, G., & Power, S. (2000). Marketization and Privatization in Mass Education Systems. International Journal of Educational Development, 20(2), 93–107. doi:10.1016/S0738-0593(99) 00061-9. European Commission. 2013. Supporting Teacher Educators: Teaching the Teacher. http://ec.europa.eu/education/policy/school/doc/support-teacher-educators_en.pdf Mayer, D., J. Mitchell, N. Santoro, and S. White. 2011. “Teacher Educators and ‘Accidental’ Careers in Academe: An Australian Perspective.” Journal of Education for Teaching 37 (3): 247–260. doi:10.1080/02607476.2011.588011. White, S., and R. Forgasz. 2016. “The Practicum: The Place of Experience?” In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton, 231–266. Dordrecht: Springer Press. White, S (2016) Teacher education research and education policymakers: an Australian perspective, Journal of Education for Teaching, 42(2), 252-264,
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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