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

Date
2015
Authors
O’Dwyer, J. B.
Atlı, H. H.
Advisor
Supervisor
Co-Advisor
Co-Supervisor
Instructor
Source Title
European Journal of Teacher Education
Print ISSN
0261-9768
Electronic ISSN
Publisher
Routledge
Volume
38
Issue
1
Pages
4 - 20
Language
English
Type
Article
Journal Title
Journal ISSN
Volume Title
Series
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.

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Other identifiers
Book Title
Keywords
Professional development, School-based teacher education, Teacher education, Teacher education curriculum, Teacher educators
Citation
Published Version (Please cite this version)