Christopher Andrew Spencer
In offering a reflection on my original 2008 study, “Teacher educator, go educate thyself: who teaches the teachers of teachers? Establishing a Model of Professional Formation for Teacher Educators in Further Education Colleges, I offer a reflection on dialogue held with educators of teachers in the UK, Canada, Holland, Australia and the USA. This process has led to insights into how they view the existence of Standards for Teacher Educators (or their absence) in relation to identifying appropriate opportunities for continuing personal and professional development. In particular, this reflective study considers how to maintain and continue to develop professional skills and knowledge.
teacher education, reflection, continuous professional development, self-study, professional standards
ATE (2015) Standards for Teacher Educators. Online. Available: http//www.ate1.org/pubs/Standards.cfm
AACTE (2015) Common Core State Standards. Online. Available: http://aacte.org/resources/common-core-state-standards
Argyris, C and Schön, D (1974) Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass, pages 6–7
ATEE 2015 Becoming a Teacher Educator, Online. Available: http://www.atee1.org/publications/
AITSL (2015) Australian Professional Standards for Teachers. Online. Available: http://www.aitsl.edu.au/australian-professional-standards-for-teachers
Brock, P (2000) Standards of Professional Practice for Accomplished Teaching in Australian Classrooms: A national discussion paper. Australian College of Education, Australian Curriculum Studies Association and Australian Association for Research in Education. Online: Available: http//www.austcolled.com.edu.dispaper.pdf
Bullock, S M (2007) Finding my Way from Teacher to Teacher Educator: Valuing Innovative Pedagogy and Inquiry into Practice, Paper presented at 2007 meting of International Study Association on Teachers and Teaching, St Catherines, found at http://www.isatt.org/ISATT-papers/…/DSmith_EthicsandtheteachingProfession.pdf (accessed 15/11/11)
Calderhead, J & Gates, P. (eds) (1993) The Principles of Educational Management, London: Falmer Press
Clarke, A & Erikson, G ( 2004) Australian Journal of Education, 48(2), pp199-220
Cochran-Smyth, M. & Lytle, S. (1993) Inside/outside: Teacher Research and Knolwedge. New York: Teachers College Press cited in Clarke, A & Erikson, G ( 2004) Australian Journal of Education, 48(2), pp199-220
Cole A L & Knowles J G (2000) Researching teaching: exploring teacher development through reflexive inquiry, New York, NY: L Allyn & Bacon
Csikszentmihalyi, M (1990) Flow: The Psychology of Optimal Experience, New York: Harper and Row
Education International (2011) Quality Educators: an International Study of Teacher Competencies and Standards. Online. Available: http://download.ei-ie.org/Docs/WebDepot/Quality%20Educators.pdf
Education and Training Foundation (2014): Initial Guidance for users of the Professional Standards for Teachers and Trainers in Education and Training – England. Online. Available: http://www.et-foundation.co.uk/wp-content/uploads/2014/05/ETF-Prof-Standards-Guidance-v2-2.pdf
Flanagan, J C (1954) The Critical Incident Technique, Psychological Bulletin, 51, 4, July 1954, American Institute for Research and University of Pittsburgh
Fullan, M. (1993) Change Forces. London: Falmer Press
General Teaching Council: Professional Standards (2002) Professional Standards. Online. Available: http//www.gtce.org.uk/gtcinfo/code.asp
Hamilton M L & Pinnegar, S, (1998) cited in Hamilton M L (Ed.) (1998) Reconceptualising Teaching Practice: Self-Study in Teacher Education, Falmer Press: London pp 1-2
Jackson, S A. & Marsh, H (1996), Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport & Exercise Psychology, Vol 18(1), Mar 1996, 17-35.
Kitchen, J (2006) Teaching as Scholarship: Improving Teacher Education Through Self-Study (found at: http://profed.brocku.ca/docs/vol5/num2/anum4.htm (accessed 15/11/11)
Knowles, J.G & Cole, A.L. (1994) Researching the “Good Life”: Reflections on Professional Practice”. The Professional Educator, 17(1), 49-60.
Lave, J & Wenger, E (1991) (1st Ed) Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives. Cambridge University Press.
Lewison, M (2003) Teacher Enquiry. In St. John E.P., Loescher, S.A, & Bardzell, J.S. (Eds.), Improving Early Reading and Literacy in Grades 1-5: A Resource Guide for Programs that Work. (pp95-109). Thousand Oaks, CA: Corwin Press, Inc. cited in Clarke, A & Erikson, G ( 2004) Australian Journal of Education, 48(2), pp199-220
Loughran J & Northfield J A Framework for the Development of Self Study Practice, cited in Hamilton M L (Ed.) (1998) Reconceptualising Teaching Practice: Self-Study in Teacher Education, Falmer Press: London Ch 1 p7
McMahon, K (2005, 2011) An exploration of the importance of website usability from a business perspective, Student e-Dissertation, MSc e-Business, Robert Gordon University, April 2005 found at http://www.flowtheory.com/KTMDissertation.pdf (accessed 30/09/15)
Munby, H. & Russell, T. (1994). The authority of experience in learning to teach: messages from a physics` methods class. Journal of Teacher Education, 45, pp 86-95
Ontario College of Teachers (2015). Online. Available: https://www.oct.ca/home.aspx
Richardson, V (1994), Conducting research on practice, Educational Researcher, 23, 5, pp 5-10
Russell, T. (1997) Teaching Teachers: How I teach IS the Message, in Loughran. J & Russell, T (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education. London: Falmer Press. (pp32-47)
SchÖn, D. (1987) Educating the reflective practitioner. San Francisco: Jossey-Bass.
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher. 27(3): 4-13
Snoek, M & van der Sanden, J (2005) Teacher Educators Matter. Online. Available: http://www.lerarenopleider.nl/velon/wp-content/uploads/2015/01/teachereducmatter-english.pdf
Swennen, A., Volman, M. & van Essen, M. (2008) The development of the professional development of two teacher educators in the context of Dutch teacher education. European Journal of Teacher Education. 31 (2), pp169-184
Training and Development Lead Body (1992). National standards for training and
Whitehead, J (1993) The Growth of Educational Knowledge: Creating Your own Living Educational Theories, Bournemouth: Hyde Publications
Woolsey, L K. (1986) The critical incident technique: An innovative qualitative method of research. Canadian Journal of Counselling, Vol 20(4), Oct 1986, 242-254.
Zeichner, K.M. (1992) “Conceptions of reflective teaching in contemporary US teacher education program reforms”, in Valli, L. (ed), Reflective Teacher Education, Albany: New York State University Press
Categories: 2016, Articles - JETEN, Reflection/Thinking
Leave a Reply