Working with multiple identities: supporting the transition from school teacher to teacher educator

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 , Baker, Lily, Harris, Kim, Kynch, Christabel and McVittie, Emma (2006) Working with multiple identities: supporting the transition from school teacher to teacher educator. In: Bloxham, Susan, Twiselton, Samantha and Jackson, Alison, (eds.) Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 15-21.

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Abstract

This paper reports on an Escalate funded project which is investigating the journey of school teachers as they are appointed to become university based teacher educators. The findings suggest that a very varied range of experiences exists during transition to their new role even within one case study education faculty. The study identifies tensions between the ‘professional’ and ‘academic’ systems in the teacher education partnership which make it a particularly challenging workplace for new teacher educators.

Item Type:	Book Section
Journal / Publication Title:	n/a
Publisher:	Higher Education Academy Education Subject Centre ESCalate
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE) > Early Years and Primary Undergraduate Partnership QG
Additional Information:	Published in 2005 ESCalate ITE conference proceedings (Lancaster, 19 May 2005).
Depositing User:	Insight Administrator
Date Deposited:	01 Apr 2011 12:49
Last Modified:	11 Jan 2024 19:15
URI:	https://insight.cumbria.ac.uk/id/eprint/385

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