How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context?
L1 | LB | LB1603
acm: ComputingMilieux_COMPUTERSANDEDUCATION | ComputingMilieux_THECOMPUTINGPROFESSION
This research explored the professional situation of teacher educators in the Lifelong Learning Sector (LLS), and how a deeper understanding of their professional situation could enhance their future support, professional development and working context. The research followed a mixed methods methodology, and six research phases took place including focus groups, a literature review, and an evaluation of a CPD programme. The largest online survey of this particular group to date was also carried out and 161 teacher educators participated in that survey. The results of the research provided rich insights into their values, experiences, particularly challenging working context and support needs. The knowledge resulting from the research included recognition of the multiplicity and complexity of the role and how LLS teacher educators manage it. The multiplicity and complexity was characterised as the ‘more than a teacher’ quality, and teacher education professionals as ‘triple professionals’ or ‘multiple professionals’. The research developed a new model of professionalism, the ‘connected professional’, and embedded this in the theoretical framework for teacher education entitled ‘The Teacher Education Professional as Connecting Professional (TEPACP)’ framework. Recommendations arising from the findings include adopting the model of the Connected Professional and TEPACP theoretical framework proposed by the evidence from the research together with action to assist LLS Teacher Educators to progress towards a more confident professional identity. The research significantly extends the understanding of the characteristics and beliefs of this under-researched professional community.
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