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sciencedirect.com – Teacher educators’ task perception and its relationship to professional identity and teaching practice

Posted on by Troels Gannerup Christensen - Læst 15 gange

Ucviden.dk har udgivet: Highlights • One of the first quantitative studies on teacher educators’ professional identity. • Valid and empirically reliable measurement of teacher educators’ task perception. • We distinguish between teacher educators as facilitators and transmitters. • Facilitators demonstrate increased self-efficacy. • Teacher educators’ task perception is related to the quality of teacher training. Abstract We assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted… Continue Reading →

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sciencedirect.com – Conceptualizing the work of facilitating practice-embedded teacher learning

Posted on by Troels Gannerup Christensen - Læst 12 gange

Ucviden.dk har udgivet: Highlights • Practice-embedded learning settings provide teachers with opportunities to collectively engage in teaching with students. • We explore the pivotal work of facilitators as they prepared participants to learn together in practice-embedded settings. • Facilitators promoted collaborative learning, supported experimentation with practice, and shaped the emotional space. Abstract Increasingly, teachers are asked to make their practice public for collective inquiry. In “practice-embedded” professional learning experiences, educators work alongside colleagues to enact instruction in front of each other with students present. How teacher educators facilitate these professional learning settings is critical to successfully supporting teachers’ learning. This study identified facilitation practices and described the functions they fulfill toward fostering productive practice-embedded environments, including promoting collaborative learning, supporting teachers’ experimentation with and analysis of instructional practice, and shaping… Continue Reading →