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ReconTEP

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Re Conceptualizing teacher educator professionalism

The need for a competent teaching force as a warrant for high quality education remains a central concern in many countries. Paradoxically, research focusing directly on the professional knowledge of teacher educators remains scar... ver más

31/08/2019

UNIVERSITY OF EAST...

195K€

Presupuesto del proyecto: 195K€

Líder del proyecto

UNIVERSITY OF EAST LONDON No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2019-08-31

MSCA-IF-2016: Individual Fellowships

I+D

Cerrada hace 8 años

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Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

1 Participantes

UNIVERSITY OF EAST LONDON

195.45K€ | Lider

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Duración del proyecto: 29 meses Fecha Inicio: 2017-03-08
Fecha Fin: 2019-08-31

Líder del proyecto

UNIVERSITY OF EAST LONDON No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 195K€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto The need for a competent teaching force as a warrant for high quality education remains a central concern in many countries. Paradoxically, research focusing directly on the professional knowledge of teacher educators remains scarce. The implicit assumption is that a teacher educator simply teaches (his/her subject) in higher education and that teaching novice teachers does not require any additional preparation or expertise. As a result, a research-based understanding of teacher educators' professionalism is missing. This project addresses this knowledge gap and focuses on how teacher educators make sense of their work and enact their expertise. More specifically, we will study the content of teacher educators’ professionalism by looking at how it actually operates in practice. Drawing on positioning theory, we frame teacher education practices as discursive practices in which teacher educators position both themselves and their student teachers in particular ways. These positionings strongly impact student teachers' (possibilities for) learning. Data collection includes videotaping of teacher education practices, biographical interviews (with teacher educators), questionnaires (with student teachers), and document analysis. This project will result in a systematic conceptualization of teacher educators' professionalism which is new to the field and offers a strong basis for future research. Results will also have direct knowledge utilization purposes for teacher educators themselves by opening powerful perspectives for them to understand possible threats to the effectiveness of their practice and actively work towards its improvement.

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