Being, becoming and sustaining as a teacher educator

Beskrivning

Paper presentation in NW 22 Opettajankoulutuksen tutkimuksen teemaryhmä

Tilläggsbeskrivning

Abstract
The aim of this paper is to discuss how to document and analyse what it means to be a teacher educator in university context. Already Zeichner (2005, p. 123) encouraged teacher educators to “think consciously about their role as teacher educators and engage in the same sort of self-study and critique of their practice as they ask their students to do”. Also, Korthagen and Vasalos (2005) especially highlighted the importance of ‘core reflection’ as a mean to enhance professional growth.

The sense of constantly being in motion can be seen as a characteristic of being a teacher and a teacher educator – always becoming, never being complete. Taking time to reflect on our work and professional learning, both individually and in dialogue with others, would be important in order to sustain (Karlberg-Granlund & Pastuhov 2024; Kynäslahti et al 2020; Maaranen et al 2018).

There is a growing interest in research on teacher educators’ professional development. Teacher educators are expected to both teach and carry out research. Research is seen as a way of professional learning, but at the same time the push for increasing the number of publications may cause pressures. What does it then mean to be a teacher educator in these times, and how can challenges be interpreted and handled?

Narratives can be seen as the core of human existence, as we interpret and construct our lives through narratives (Bruner, 2004). By listening to the voices of teacher educators we hope to contribute to research about teacher educators’ professional growth, and create new ways for collegial support.

Karlberg-Granlund, G., & Pastuhov, A. (2024). Being, becoming and sustaining: Learning professional learning in teacher education. Professional Development in Education.

Korthagen, F. A. J., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice.

Kynäslahti, H., Jyrhämä, R., Maaranen, K., Byman, R., Stenberg, K. & Sintonen, S. (2020).
"Oli lupa hetki pysähtyä’" : Akateeminen vertaisryhmä opettajankouluttajien ammatillisen kehittymisen tukena. Aikuiskasvatus.

Maaranen, K., Kynäslahti, H., Byman, R., Sintonen, S. & Jyrhämä, R. (2018): ‘Do you mean besides researching and studying?’ Finnish teacher educators’ views on their professional development. Professional Development in Education.

Zeichner, K. (2005). Becoming a teacher educator: A personal perspective. Teacher and Teacher Education.

Period	23 nov. 2024
Evenemangstitel	FERA Conference on Education 2024 - Inclusion, equality and transnationality in education. (Kasvatustieteenpäivät 2024): Inclusion, equality and transnationality in education.
Typ av evenemang	Konferens
Plats	Turku, FinlandVisa på karta
Omfattning	Internationell