Do teacher educators belong in universities?
Being a teacher educator, and being a researcher in the English university context, are sometimes seen as antithetical– not only by government policy makers, but by universities and individual teacher educators themselves. Many teacher educators in England face challenges in relation to establishing their academic identities as researchers. This is partly as a result of the intensive nature of teacher educators’ work, but also due to a desire to retain a ‘teacherly’ identity, both as a form of professional credibility, and as a value stance. As a result, there is a lack of clarity as to the distinctive nature of teacher educators’ work and knowledge, which can further undermine the status of teacher education within the university context. In this seminar Dr Wilson aims to explore questions concerning kinds of research activity that can promote a distinctive professional identity for teacher educators, within the challenging arenas of education policy and university expecta tions. Drawing on recent research concerning the professional identities of teacher educators, and evidence from her own university context, she argues that we need to forge new identities bringing research, scholarship and practice together in ways that enhance our own practice, and contribute to a distinctive body of knowledge.
Dr Viv Wilson has been a teacher educator for over 30 years and her research interests focus on aspects of learning and teaching in teacher education. Formerly the Head of School Partnerships at Canterbury Christ Church University, she has worked in Malaysia and Palestine on educational development projects and was awarded a National Teaching Fellowship in 2014.
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