Working with students in higher education – professional conceptions of teacher educators

Abstract

The objective of this research is to identify the professional conceptions that guide teacher educators in their work with students, to learn about the nature of these conceptions and to distinguish among them. This aim is important because the conceptions formulated by those working in higher education guide their professional practice and affect their everyday conduct. Multidimensional categorical content analysis of the data shows that the conceptions can be characterized according to specific criteria. The research findings reveal three types of conceptions. The first conception is that the role of teacher-educators is to assist students in succeeding in their studies and to expand ties with them. The second conception is that teacher-educators should empower students and help them grow and construct their professional identity as teachers. The third conception is that in guiding their students teacher-educators should mediate between teaching theories and practices.

Keywords:

• higher education
• professional conceptions
• teacher education
• student teachers
• teacher educators

Acknowledgments

The research reported upon in this paper made as part of a wide-ranging collaborative research study conducted by a team of research colleagues from Levinsky College of Education, including the author of this paper. The author extends her thanks to: Prof. Hanna Ezer, Dr Edith Tabak, Dr Gila Russo-Zimet, Prof. Irit Kupferberg and Dr Rachel Sagee.

Disclosure statement

No potential conflict of interest was reported by the author.