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ERIC Number: EJ1210076
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1354-0602
The Teacher Educator's Role as Enacted and Experienced in School-Based Development
Postholm, May Britt
Teachers and Teaching: Theory and Practice, v25 n3 p320-333 2019
This article focuses on teacher educators' role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers' professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators, teachers and school leaders were interviewed two years and two months after they formally took part in the project, for one year in a pilot program and afterward for three semesters. The findings show that the teacher educators enacted their roles differently, and that they realise that they should have collaborated more and coordinated their experiences from collaborations with teachers and leaders to learn from their experiences in school. The leaders and teachers were satisfied with the teacher educators' lectures, but the teachers wanted more dialogue with teacher educators and felt that teacher educators should have helped them transform their knowledge into teaching actions in practice. Teacher educators taking part as supporters in teachers' practice truly could infiltrate instruction and learning. The study demonstrates that culture, structure and content need to be coordinated to enhance school-based development.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A