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Teacher Educator and Teachers in Training: A Case-Study Charting the Development of Professional Identities

Tait, Vicki (2017) Teacher Educator and Teachers in Training: A Case-Study Charting the Development of Professional Identities. Teaching in lifelong learning: a journal to inform and improve practice, 8 (1). ISSN 2040-0993

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Abstract

As a New Teacher Educator (NTE) within Further Education (FE), professional identity was brought abruptly into my consciousness as I scrutinised and even criticised my practice. The weight of responsibility for supporting a diverse group of trainees through their Initial Teacher Training (ITT) programme was not without anxiety and self-doubt. A number of challenges presented that required careful management on my part. This paper charts the complexity of the development of new professional identities within one ITT classroom and how collaborative enquiry was used effectively to build a supportive environment that nurtured both my transition from teacher to Teacher Educator and the trainees’ transitions from teachers in training to qualified teachers.

Item Type: Article
Uncontrolled Keywords: New Teacher Educator; Trainee Teachers; Teacher Identity; Transition; Teacher Enquiry
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Schools: School of Education and Professional Development
School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
Depositing User: Megan Taylor
Date Deposited: 18 Dec 2017 10:36
Last Modified: 18 Dec 2017 10:36
URI: http://eprints.hud.ac.uk/id/eprint/34094

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