Teacher educators in the life-long learning sector Their work in addition to identity Outline Penny Noel The secret lives of teacher educators

Teacher educators in the life-long learning sector Their work in addition to identity Outline Penny Noel 	The secret lives of teacher educators www.phwiki.com

Teacher educators in the life-long learning sector Their work in addition to identity Outline Penny Noel The secret lives of teacher educators

Hodge, Brian, News Editor has reference to this Academic Journal, PHwiki organized this Journal Teacher educators in the life-long learning sector Their work in addition to identity Anja Swennen, VU University Amsterdam Outline A broken promiss: some history Teacher educators as second-order teachers in addition to what this means as long as their knowledge in addition to work (in the LLL-sector) Some ideas to professionalize the work of teacher educators Penny Noel The secret lives of teacher educators

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A general definition Teacher educators are those who ccontribute as long as mally to the development of teachers in pre-service in addition to in-service education Changing identity of TEors as a result of the changing context of teacher education Current types of TE University-based Professional Higher Education (Hogeschool, Högskolen) Colleges of Further Education Schools Subject-based Profession-based Workplace-based

Who are the TEors Teachers are first order practioners TEors are second order practioners They should be aware of the second order context of TE in addition to the first order context of teacher Murray & Male, 2005 Building a coherent identity as TEor teacher The experience as teacher in addition to the reflection on that experience is part of the identity of TEors teacher educator But TEors at universities (like Huddersfield university) are second order practioners in a second order context TEors at Colleges of Further Education are second order practioners in a first order context

Extending the identity of teacher teacher Their experience as teacher in addition to the reflection on that experience is their core identity which they use to teach teachers teacher educator teacher educator teacher educator teacher educator Knowledge of TEors Always aware of the second order context of TE in addition to the first order context of the (student) teacher in addition to can move easily between those two contexts Have knowledge of pedagogy of teacher education (Loughran, 2007) Are able to model, be explicit in addition to legitimize their own teaching in addition to that of other novice in addition to experienced teachers Model It is modelling the processes, thoughts in addition to knowledge of an experienced teacher in a way that demonstrates the ‘why’ or the purpose of teaching: it is not creating a template of teaching as long as unending duplication John Loughran, 2001

Be explicit Teacher educators need to make their teaching explicit, so the modelling is brought to a conscious level of the student teachers. This requires a high-level of meta-cognition, it is verbalizing the reflection-in-action, (Schön, 1983) the tacit part of professional knowledge in teaching Kari Smith, 2001 legitimize Underpin your own in addition to observed teaching with theory that teachers know or should know Swennen, Korthagen & Lunenberg, 2007, 200 Lack of knowledge in addition to skills Some research suggests that TEors seem to lack the knowledge in addition to skills needed to put explicit modelling in addition to legitimizing into practice Swennen, Korthagen & Lunenberg, 200

TEor is an emerging identity Meaning: Those who work in TE are only just recognised as a professional group in addition to individual TEors only recently identity themselves as TEors There as long as e: TEors need to reconsider their identity in relation to their context TEors need (to produce) professional in addition to academic knowledge – to develop as individual in addition to as a professional group Titel in voettekst, aanpassen via Voettekst aanpassen, tab VU There is an emerging knowledge base as long as teacher educators, but it is not easily accessible as long as TEors TEACHER TRAINING (LIFELONG LEARNING) CERT ED PRE-SERVICE 2013-14 Liz Dixon: Dixon, L (2010) ‘Teacher Educators in Higher Education:aspirations, opportunities in addition to challenges. Fear in addition to Anxiety v Desire’. In: University of Huddersfield Research Festival 2010 , 8-18 March 2010, Huddersfield University Alison Gorf: Gorf, A (2003) ‘Knowing how to move the Skills as long as Life Agenda as long as ward – a reflection on current PCET teacher training initiatives within Basic Skills.’. In: RAPAL confere Josie Harvey: Harvey, J (2008) ‘It’s not just a game: educating the educators’. In: ESCalate ITE conference, 15th May 2008, Glyndwr University, Wrexhamnce, June 2003, University of Wolverhampton Alison Iredale: Iredale, A., Bailey, W., Orr, K. in addition to Wormald, J. (2011) ‘Confidence, risk, in addition to the journey into praxis: work-based learning in addition to the teacher education curriculum’. In: The Important Role of Higher Education in Teacher Education, 20th May 2011, Manchester Conference Centre , p. 22 Judith Kidder: Kidder, J (2010) ‘Effective Feedback in teaching practice observations’. In: ESCalate Good Practice Guide Launch, 20th April 2010, University of Huddersfield John McNichol: Mentoring of trainee teachers Bernard McNicholas: Skills as long as Life Practitioners Group Martyn Walker :Cook, M., Fisher, R. in addition to Walker, M. (2008) Teacher education at Huddersfield, 1947-2007: from technical teacher training college to university school of education . Huddersfield: University of Huddersfield . ISBN 9781862180697 Sarah Williamson:: Williamson, S (2009) ‘Developing Cross-institutional Virtual Learning Environments as long as Trainee Teachers ’. In: 5th ESCalate ITE Conference, 15th May 2009, Glyndwr University, Wrexham, UK Titel in voettekst, aanpassen via Voettekst aanpassen, tab VU

Knowledge from ‘books’ is not enough The purpose in addition to test of learning is whether it can be applied as an active part of the TEors intellectual equipment. It is not easy to bridge the gap between talking, telling, discussion in addition to action within teacher education. MacLennon, 1963 Michael Cook, Roy Fisher & Martyn Walker, 2008 Professional development of TEors Induction Communities Developing courses/curricula Sharing in publications Research To explore possibilities to be a second order practitioner To contribute to the development of a useful pedagogy of teacher education To contribute to the body of knowledge as long as in addition to about TEors

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