How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context?

Doctoral thesis English OPEN
Crawley, J (2014)
  • Subject: 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 fo... View more
  • References (9)

    187 Table 23 - Example 5 - FG2 - SW Regional Teacher Education Forum event.

    188 Table 24 - Example 6 - FG2 - SW Regional Teacher Education Forum event 188-9 Table 25 - Example 7 - comments from FG3

    190 Table 26 - Example 8 - FG3 - Professional conversation entitled 'if only teacher educators had more power'

    191 Table 27 - TEPACP Matrix for Phase 2 - FG1 to FG3

    192 Table 28 - Comments on TEd support from FG1 to FG3 195 Table 29 - Changes made to questionnaire resulting from Cycle 2 FG1 to FG3 197-8 Table 30 - Further details of research reach summary 199-200 Table 31 - Gender, ethnicity and age (Q 1 - 4) 203 Table 32 - your region (Q 5) 203 Table 33 - Centre for Excellence in Teacher Training (CETT) regions (Q 6)

    205 Table 34 - Length of time teaching and length of time as a teacher educator (Qs 8 and 9)

    206 Table 35 - Percentage of time involved in teacher education, teaching or supporting (Qs 10 -12) 208-9 Table 36 - Other activities than teacher education by category (Q13) 209-10 Table 37 - Organisation worked in as a teacher educator (Q 14)

    211 Table 38 - Open question - Other provider worked in (Q 15)

    212 Table 39 - The ITE programmes you work on (Q 16) 213-14 Table 40 - Open question - other programmes worked on (Q 17) 214-15 Table 41 - TEPACP Matrix for Phase 3 (Q1 - Q17) 216-17 Table 42 - Essential characteristics of a good teacher educator (Q 18) 219-21 Table 43 - Other Characteristics in categories (Q 19) 221-2 Table 44 - TEPACP Matrix for Phase 3 (Q18 - Q19) 224 Table 45 - Subject knowledge of a good teacher educator (Q 20) 226 Table 46 - Other subject knowledge comments made to Q 21 Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Procter, R. and Wall, K. (2009) Researchand teacher education in the UK: Building capacity. Teaching and Teacher Education, 25(7), 944-950. Willemse, M.,; Lunenberg, M.; Korthagen, F. (2008) Journal of Moral Education. Dec2008, Vol. 37 Issue 4, p445-466. 22p.

  • Metrics
    No metrics available
Share - Bookmark