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Who are we and
what do we do?
Anja Swennen
Onderwijscentrum
Vrije Universiteit Amsterdam
Workshop IPDA,London, 23 June 2008
Overview of the workshop
Morning: Who are we?The professional identity of teacher educators
Afternoon: What do we do?Congruent Education
1960-1984: My father was a teacher in primary teacher educator 1972-1985: TEI secondary education Dutch and English and master in
Dutch subject pedagogy1978-1989: Teacher in secondary education and higher professional
education1989-1998: Teacher educator at TEI primary education. Active in
VELON and ATEE. Start research on student teachers’ concerns
1998-2008: Work at Vrije Universiteit Amsterdam at CETAR, editor Dutch Journal for Teacher Education, associate editor European Journal for Teacher Education; research on congruent education; Dutch and international book for novice teacher educators
2006-2010: PhD about the development of the professional identity of teacher educators
Who am I?
Professional identity
Identity is the socially and culturally constructed self that is formed during life, by lived experiences and by talking about these experiences with oneself (inner speech) and with others in figured worlds (Holland, 1998)
A profession a high status, powerful, service oriented occupation
Professionalism is a historically changing and socially constructed concept-in-use (Holroyd, 2000, 39)
Professionalism is about the quality of practice and the public status of the job (Sockett, 1996, 23)
Professional identity of teacher educators
Life history as the story of professional development of teacher educators and teacher education
Multiple ‘professionalities’ make a profession (Evans,2008)
Task 1Task 1
1. Make a drawing or write a text about your own professional development: your professional biography.
2. What do you call yourself?
3. Discuss 1 and 2 in your group and write down your main findings.
4. Discussion about the results: who are we?
Who are you?
IdentityNames used
Teacher educator; trainer; lecturer Working at…, working with…; people/partner organisations; university
teacher University lecturer; teacher; training and development manager; Lecturer; teacher; academic; scholar
Term used varies with context, who is asking e.g. when applying for insurance; varies with how much people know about education; may be influenced by how we want to be perceived (e.g. ‘academic’ seen by some as = irrelevant); may be influenced by how perceive those with whom we work; Govt and funders may use different terminology e.g. trainer/manager. Political context is powerful in the UK.
Multiple identitiesTeacher in Teacher in
higher higher educationeducation
ResearcherResearcher
In-service In-service educatoreducator
TeacherTeacher
Teacher educatorTeacher educator
Professionals in transition
From teacher to teacher educator: higher status within the profession
From teacher to teacher educator: social rise From ‘college’ teacher to teacher in Higher
Education: gaining status and respect From teacher to academic professional:
conflicting demands From semi-professional to academic
professional: a stranger in one’s own land (Ducharme, 1993)
Teacher of teachers
First order teachersTeach a subject or subject area in school
Second order teachers Teach about teaching in Higher Education
An expanded identity
To become second order practitioners, novice teacher educators not only need to acquire new knowledge and skills, they also need to redefine their professional identity (Murray, 2006)
A professional knowledge base
The knowledge of teachers is about teaching their subject to pupils
- Subject geography or English- Subject pedagogy
The knowledge of teacher educators is about how to teach students to teach their subject to pupils
- Subject: geography or English- Subject pedagogy
- Pedagogy of teacher education- Supervision- (Practitioner) research
What does this mean for us?
Use your own work as a ‘tool’ to educate teachers
Congruent education
The view and methods of the educator are consistent with the view and teaching approach the educator wants to encourage in teachers
Swennen, Korthagen & Lunenberg, 2004
What do you preach?What is the most important idea/ notion/view/conception about good teaching you want to encourage in teachers?
What do you teach?What are the three best methods or approaches teachers can use to give form to this idea?
Task 2Task 2Interviews
Congruent Education
Consciously model
Be explicit
Legitimize what you model
Model
It is modelling the processes, thoughts and knowledge of an experienced teacher in a way that demonstrates the ‘why’ or the purpose of teaching: it is not creating a template of teaching for unending duplication
John Loughran, 2001
Be explicit
Teacher educators need to make their teaching explicit, so the modelling is brought to a conscious level of the student teachers. This requires a high-level of meta-cognition, it is verbalizing the reflection-in-action, (Schön, 1983) the tacit part of professional knowledge in teaching
Kari Smith, 2001
Legitimize
Underpin what you model with theory that teachers know or should know
Swennen, Korthagen & Lunenberg, 2004
Do you model consciously? Sometimes
Are you explicit about your own ´teaching´Hardly ever
Do you legitimize what and how you teach?Never
Task 3Task 3Discussion
Third Order Perspective
Improving the knowledge and skills of educators
Studying yourself and your work
33
Conferences (annual and spring) Research and Development Centres
(RDC’s) Projects Publications
Professional Development of Teacher Educators (PDTE)
Projects Publications
European Journal of Teacher Education
, Volume 31 Issue 2 2008
The induction and professional development of teacher
educators
Becoming a Teacher EducatorTheory and Practice for Teacher Educators
Swennen, Anja; Klink, Marcel van der (Eds.)
2008, Approx. 270 p. 10 illus., Hardcover
ISBN: 978-1-4020-8873-5