DescriptionThe HEA-funded Work of Teacher Education research began in 2009 with an analysis of 111 job advertisements and job descriptions for teacher educator positions from 42 English universities, along with interviews with 8 heads of advertising HEI Education departments. In 2010, the second phase, supported by ESCalate (the Education subject centre of the Higher Education Academy), investigated the practical activities and material conditions of a sample of 13 HEI-based teacher educators in England and Scotland. Participating teacher educators were observed, interviewed and completed work diaries at two different points in the year-long study. The distinctive contribution of the proposed special issue to the field is the rich empirical basis on which conceptual development is founded. Our study is distinctive in several respects: first, in its focus on teacher educators’ practical activities and discourse; second, its creative blend of data generation strategies and qualitative and quantitative analytic approaches; third, its attention to teacher education as a form of higher education; fourth, its materialist/cultural-historical (CHAT) theoretical perspective. We believe that the study is unique in the field in trying to answer the questions what do HE-based teacher educators do? What are they working on - and why?
|Period||Oct 2011 → May 2013|
|Type of journal||Journal|
|Degree of Recognition||International|
Documents & Links
Project: Non-funded project
Research output: Book/Report › Other report
Research output: Contribution to journal › Article › peer-review