Being a Teacher Educator

Supporting Professional Learning and Development
1. Auflage 2026
ISBN: 978-1-041-10284-7
Verlag: Taylor & Francis Ltd

Buch, Englisch, 248 Seiten, Format (B × H): 156 mm x 234 mm

This book provides a one-stop research-informed professional learning guide for teacher educators to support their work-based development of values, pedagogy and scholarship.

Drawing on international research and professional development initiatives it provides a scholarly but action-orientated text. This practical guide supports the professional learning and career development of teacher educators, showing how to learn in and through the workplace. Key areas of focus include pedagogy for teacher education and development, partnership and consultancy, advanced scholarship and research.

Meeting the needs of both new and experienced teacher educators, this is an inspiring, internationally relevant, professionally focused resource.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Murray, Jean

Boyd, Pete

Murtagh, Lisa

Leslie, Pippa

Weitere Mitwirkende

Boyd, Joe

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Pädagogik Berufliche Bildung Wirtschaftspädagogik, Berufspädagogik

Inhaltsverzeichnis

Contents

INTRODUCTION

SECTION ONE: Purposes, values and identities

The purposes of (teacher) education

The multiple identities of a teacher educator

Social identities and social justice

Being a scholarly teacher educator

Workplace learning and career decisions

Well-being and managing workload

Teacher educator vignettes on purposes, values and identities

SECTION TWO: Pedagogy and partnership

Pedagogical principles for teacher education

Workplace learning in schools

Modelling when teaching teachers

Decolonising the teacher education curriculum

An international tour of teacher education

Supporting educational thinking and writing

Assessment in initial teacher education

Teachers’ research literacy as professional judgment

Teacher Educator vignettes on pedagogy and partnership

SECTION THREE: Scholarship and research

High quality ‘close to practice’ research

Writing for publication

Writing a research journal paper

Writing for impact

Doctoral study or an alternative pathway?

Research supervision and mentoring

Teacher Educator vignettes on scholarship and research

CONCLUSION

INDEX

Über Autor(innen)

Dr Pete Boyd is Emeritus Professor of Professional Learning at the University of Cumbria, UK, and was previously a schoolteacher for fifteen years. He works on collaborative professional inquiry and practitioner research projects with teacher researchers.

Dr Pippa Leslie is Senior Lecturer and Programme Leader of the MA in Educational Professional Practice at the University of Cumbria, UK. She has been a teacher, leader, and consultant in the UK, Channel Islands and Scandinavia. Her research focuses on how real-world dynamics of the classroom influence children’s beliefs about their own capability. As a teacher educator she works with schools to challenge disadvantage in their own context.

Dr Jean Murray is Emeritus Professor of Education at the University of East London, UK, and is a National Teaching Fellow at FRSA. Jean's research focuses on teacher education policies internationally. Jean’s research also includes emphases on identity and agency, workplace learning and higher education. She is a founder member of InFo-TED.

Dr Lisa Murtagh is Professor of Education and Head of the Manchester Institute of Education at University of Manchester, UK. Her interests include investigating formative assessment practice with experienced practitioners. Her research approach is rooted in the qualitative paradigm, and she works with preservice teachers and mentors to access their ‘voice’.

Joe Boyd is an independent illustrator based in Bristol, UK. He collaborates with agencies and studios, as well as working directly with clients, to craft flowing, nature-inspired visuals for all kinds of projects.