Transition from teacher to teacher educator : Teacher Educator´s Perspectives

• The aim of the paper is to increase our knowledge of the transition from being a classroom teacher to becoming a Teacher Educator in a university-based Teacher Education program. The data collection consists of interviews with teachers from compulsory school who have some years of experience being Teacher Educators. Just as earlier results show, the Teacher Educators felt comfortable with their previous teaching experience and sought credibility as teachers. However, in contrast to earlier studies the Teacher Educators did not find the transition troublesome in general, even if they had suggestions for improvement of the support given. All perceived that they were engaged in their own learning, mainly through self-study and seminars, not through their own research. Their self-understanding is focusing on being a teacher and is to a less degree completed with any activity or thought of research.  The conclusion is that a group of Teacher Educators may not develop a complementary self-understanding including research. Neither this study nor earlier studies show that sufficient time during the recruitment process or in-service of Teacher Educators is used to discuss the balance between teaching and research. 

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Higher Education

Teacher Educators

transition

professional development

self-understanding

Publikations- och innehållstyp

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