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

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dc.citation.epage20en_US
dc.citation.issueNumber1en_US
dc.citation.spage4en_US
dc.citation.volumeNumber38en_US
dc.contributor.authorO’Dwyer, J. B.en_US
dc.contributor.authorAtlı, H. H.en_US
dc.date.accessioned2016-02-08T10:10:32Z
dc.date.available2016-02-08T10:10:32Z
dc.date.issued2015en_US
dc.description.abstractIn-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.en_US
dc.identifier.doi10.1080/02619768.2014.902438en_US
dc.identifier.issn0261-9768
dc.identifier.urihttp://hdl.handle.net/11693/23225
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttp://dx.doi.org/10.1080/02619768.2014.902438en_US
dc.source.titleEuropean Journal of Teacher Educationen_US
dc.subjectProfessional developmenten_US
dc.subjectSchool-based teacher educationen_US
dc.subjectTeacher educationen_US
dc.subjectTeacher education curriculumen_US
dc.subjectTeacher educatorsen_US
dc.titleA study of in-service teacher educator roles, with implications for a curriculum for their professional developmenten_US
dc.typeArticleen_US

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