Being a Teacher Educator in Challenging Times: Negotiating the Rapids of Professional Learning

Mike Hayler, Judy Williams

Research output: Book/ReportBookResearchpeer-review

Abstract

This book presents a duoethnographic exploration and narrative account of what it means to be a teacher educator today. Adopting a narrative approach, the book presents different personal, political and institutional perspectives to interrogate common challenges facing teacher education and teacher educators today. In addition, the book compares and contrasts the teacher education landscapes in Australia and the UK and addresses a broad range of topics, including the autobiographical nature of teacher educators’ work, the value of learning from experience, the importance of collegiality and collaboration in learning to become a teacher educator, and the intersection of the personal, professional and political in the development of teacher educator pedagogies and research agendas. Each chapter combines personal narratives and research-based perspectives on the key dimensions of teacher educators’ work that can be found in the literature, including self-study research.

Readers will gain a better understanding of the processes, influences and relationships that make being a teacher educator both a challenging and rewarding career. Accordingly, the book offers a valuable asset for university leaders, experienced and beginning teacher educators, and researchers interested in the professional learning and development of teacher educators.
Original languageEnglish
Place of PublicationSingapore Singapore
PublisherSpringer
Number of pages185
Edition1st
ISBN (Electronic)9789811538483
ISBN (Print)9789811538476
DOIs
Publication statusPublished - 2020

Publication series

NameSelf-Study of Teaching and Teacher Education Practices
Volume22
ISSN (Print)1875-3620
ISSN (Electronic)2215-1850

Cite this

Hayler, M., & Williams, J. (2020). Being a Teacher Educator in Challenging Times: Negotiating the Rapids of Professional Learning. (1st ed.) (Self-Study of Teaching and Teacher Education Practices ; Vol. 22). Springer. https://doi.org/10.1007/978-981-15-3848-3