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Landmarks in the professional and academic development of mid-career teacher educators

journal contribution
posted on 2023-06-08, 19:49 authored by Vivienne Griffiths, Simon ThompsonSimon Thompson, Liz Hryniewicz
This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings within a sociocultural learning framework, the authors draw in particular on Swennen et al.’s model of teacher educators’ sub-identities, Akerlind’s categorisation of an academic identity and Eraut’s contextual and learning factors.

History

Publication status

  • Published

File Version

  • Published version

Journal

European Jounal of Teacher Education

ISSN

0261-9768

Publisher

Taylor & Francis

Issue

1

Volume

37

Page range

74-90

Department affiliated with

  • Education Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2015-01-28

First Compliant Deposit (FCD) Date

2021-03-08

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