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      • School of English Language
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      A study of in-service teacher educator roles, with implications for a curriculum for their professional development

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      Author(s)
      O’Dwyer, J. B.
      Atlı, H. H.
      Date
      2015
      Source Title
      European Journal of Teacher Education
      Print ISSN
      0261-9768
      Publisher
      Routledge
      Volume
      38
      Issue
      1
      Pages
      4 - 20
      Language
      English
      Type
      Article
      Item Usage Stats
      258
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      517
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      Abstract
      In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe’s ‘ET 2020’, although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of a team of wholly school-based in-service educators and develops a model of their role based on an analysis of questionnaire, interview and focus group data. The results attest to the complexities of the in-service educator’s role, revealing them to be more than simply effective teachers. Catering for affective needs, coaching a broad range of clients, interpreting contextual variables and providing appropriate feedback represent some of the challenges in-service educators are facing in the research context, which set them apart and suggest important lessons for the development of an in-service educator training curriculum. © 2014, © 2014 Association for Teacher Education in Europe.
      Keywords
      Professional development
      School-based teacher education
      Teacher education
      Teacher education curriculum
      Teacher educators
      Permalink
      http://hdl.handle.net/11693/23225
      Published Version (Please cite this version)
      http://dx.doi.org/10.1080/02619768.2014.902438
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      • English Language Preparatory Program 10
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