Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity

Boyd, Pete and Harris, Kim (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2). pp. 9-24.

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Official URL: http://dx.doi.org/10.1080/19415250903454767

Abstract

This article contributes to understanding of the professional learning of expert school teachers when they are appointed as university-based teacher educators. In this case study of a single department a qualitative analysis is used to interpret the transcripts of 16 semi-structured interviews with lecturers in teacher education within four years of their appointment to higher education roles. They experience tensions within the educational partnership and professional field about the value of abstract knowledge compared with work-based practice and about what a lecturer in teacher education should be. The situated learning of the new lecturers within their particular departmental context encourages them to hold on to their existing identities as school teachers, rather than embrace new identities as academics.

Item Type: Article
Journal or Publication Title: Professional Development in Education
Publisher: Taylor & Francis (Routledge): SSH Titles
ISSN: 1941-5265
DOI: https://doi.org/10.1080/19415250903454767
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education > Early Years and Primary Undergraduate Partnership QG
Additional Information: Published online: 15 Feb 2010.
Depositing User: Insight Administrator
Date Deposited: 31 Mar 2011 16:24
Last Modified: 08 Feb 2017 14:23
URI: http://insight.cumbria.ac.uk/id/eprint/359

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