Articulating, reclaiming and celebrating the professionalism of teacher educators in England

Article


Vanassche, Eline, Kidd, W. and Murray, J. 2019. Articulating, reclaiming and celebrating the professionalism of teacher educators in England. European Journal of Teacher Education.
AuthorsVanassche, Eline, Kidd, W. and Murray, J.
Abstract

This paper examines the cumulative effects on teacher educators of a series of ideological and policy changes in the English teacher education landscape since the early 80s. We argue that these rapid changes have marginalized the role of the university in teacher learning and resulted in narrower, more instrumental forms of teacher education. Within this landscape we see a distinct need to re-state (and reinstate) the importance of higher education-based teacher educators, and to reclaim and celebrate their practices and the nature of the professionalism involved. We invite the reader to rethink teacher educator professionalism as what is enacted by teacher educators, as engaged in their professional activities. A view of enacted professionalism gives central stage to and trusts the professional judgement of teacher educators to do what they deem is good, appropriate, or best – understood in a broad sense – to support the professional learning of newcomers in the profession.

JournalEuropean Journal of Teacher Education
ISSN0261-9768
Year2019
PublisherTaylor & Francis for the Association for Teacher Education in Europe (ATEE)
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)doi:10.1080/02619768.2019.1628211
Web address (URL)https://doi.org/10.1080/02619768.2019.1628211
Publication dates
Online12 Jun 2019
Publication process dates
Deposited04 Apr 2019
Accepted22 Feb 2019
Accepted22 Feb 2019
Copyright holder© 2019 Taylor & Francis.
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 12/06/2019, available online: http://www.tandfonline.com/10.1080/02619768.2019.1628211.
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Accepted author manuscript

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