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Journal of Education for Teaching
International research and pedagogy
Volume 37, 2011 - Issue 3: Academic work and identities in teacher education
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Articles

Teacher educators’ identities and work in England at the beginning of the second decade of the twenty-first century

Jean Murray Cass School of Education, University of East London, UKCorrespondence[email protected]
,
Gerry Czerniawski Cass School of Education, University of East London, UK
&
Patti Barber Institute of Education, University of London, UK
Pages 261-277 | Received 09 Aug 2010, Accepted 17 Jan 2011, Published online: 15 Jul 2011

Citations (37)

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Read on this site (17)

Jingjing Liang, Fiona Ell & Kane Meissel. (2023) Who do they think they are? Professional identity of Chinese university-based teacher educators. European Journal of Teacher Education 0:0, pages 1-21.
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Paulina Sepulveda-Escobar. (2023) ESOL teacher educators’ learning initiatives and perceived learning needs: still a pending task. Journal of Education for Teaching 49:2, pages 280-296.
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Chunmei Yan, Chuanjun He, Xinjie Guo & Jianyang Wang. (2023) Plateauing of Chinese female mid-career EFL teacher educators at regional teacher education universities. Professional Development in Education 49:2, pages 297-308.
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Raimo Kaasila, Sonja Lutovac & Minna Uitto. (2023) Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions. European Journal of Teacher Education 0:0, pages 1-20.
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Mary Gutman. (2022) “Balance as a way of lifework”: early career choices among Israeli senior teacher educators. Teaching Education 33:1, pages 1-12.
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Rui Yuan. (2021) “Living in parallel worlds”: investigating teacher educators’ academic publishing experiences in two Chinese universities. Compare: A Journal of Comparative and International Education 51:6, pages 787-805.
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Rita Tavares de Sousa, Amélia Lopes & Pete Boyd. (2019) Research: an insight on how it is valued by Portuguese and English teacher educators. Teaching Education 30:4, pages 393-414.
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Smadar Ben-Asher. (2019) Teaching and Research: Identity Representations Among Teacher-Education Faculty Members, Decades After an Institutional Change. The Journal of Experimental Education 87:4, pages 680-695.
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Ingrid Helleve & Marit Ulvik. (2019) Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education. European Journal of Teacher Education 42:2, pages 228-242.
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Gerry Czerniawski, Donald Gray, Ann MacPhail, Yvonne Bain, Paul Conway & Ainat Guberman. (2018) The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching 44:2, pages 133-148.
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Rebecca Eliahoo. (2017) Teacher educators: proposing new professional development models within an English further education context. Professional Development in Education 43:2, pages 179-193.
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Helena Montenegro Maggio. (2016) The professional path to become a teacher educator: the experience of Chilean teacher educators. Professional Development in Education 42:4, pages 527-546.
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Rui Yuan. (2016) Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective. Asia-Pacific Journal of Teacher Education 44:4, pages 379-400.
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Maeve O'Brien & Catherine Furlong. (2015) Continuities and discontinuities in the life histories of teacher educators in changing times. Irish Educational Studies 34:4, pages 379-394.
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Jurriën Dengerink, Mieke Lunenberg & Quinta Kools. (2015) What and how teacher educators prefer to learn. Journal of Education for Teaching 41:1, pages 78-96.
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Mahsa Izadinia. (2014) Teacher educators’ identity: a review of literature. European Journal of Teacher Education 37:4, pages 426-441.
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Clara Inés Rubiano. (2013) A critical exploration of Colombian teacher education from Freire’s ‘directivity’ perspective. Journal of Education for Teaching 39:5, pages 574-589.
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Articles from other publishers (20)

Jingjing Liang, Fiona Ell & Kane Meissel. (2023) Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators. Teaching and Teacher Education 130, pages 104184.
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Leanete Thomas Dotta & Amélia Lopes. (2023) Identities of Teacher Educators in Higher Education: A Literature Review. Revista Colombiana de Educación:88, pages 35-56.
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Ann MacPhail, Sarah Seleznyov, Ciara O’Donnell & Gerry Czerniawski. 2022. Reconstructing the Work of Teacher Educators. Reconstructing the Work of Teacher Educators 135 154 .
Mei Ying Tan. (2020) Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore. Journal of Teacher Education 72:1, pages 100-112.
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Helena Montenegro. (2020) Teacher educators’ conceptions of modeling: A phenomenographic study. Teaching and Teacher Education 94, pages 103097.
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Mieke Lunenberg, Ann MacPhail, Elizabeth White, Joy Jarvis, Mary O’Sullivan & Hafdís Guðjónsdóttir. 2020. International Handbook of Self-Study of Teaching and Teacher Education Practices. International Handbook of Self-Study of Teaching and Teacher Education Practices 1373 1401 .
Mieke Lunenberg, Ann MacPhail, Elizabeth White, Joy Jarvis, Mary O’Sullivan & Hafdís Guðjónsdóttir. 2019. 2nd International Handbook of Self-Study of Teaching and Teacher Education. 2nd International Handbook of Self-Study of Teaching and Teacher Education 1 30 .
Marit Ulvik & Kari Smith. 2019. International Research, Policy and Practice in Teacher Education. International Research, Policy and Practice in Teacher Education 123 137 .
Anja Swennen & Monique Volman. 2019. International Research, Policy and Practice in Teacher Education. International Research, Policy and Practice in Teacher Education 107 121 .
Gerry Czerniawski, Warren Kidd & Jean Murray. 2019. International Research, Policy and Practice in Teacher Education. International Research, Policy and Practice in Teacher Education 171 185 .
Jean Murray, Gerry Czerniawski & Patti Barber. 2019. International Research, Policy and Practice in Teacher Education. International Research, Policy and Practice in Teacher Education 139 153 .
Marit Ulvik & Kari Smith. (2018) Lærerutdanneres profesjonelle utvikling. Uniped 41:4, pages 425-440.
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Terri Bourke, Mary Ryan & Paul Ould. (2018) How do teacher educators use professional standards in their practice?. Teaching and Teacher Education 75, pages 83-92.
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T. Martijn Willemse, Fer Boei & Marieke Pillen. (2015) Fostering Teacher Educators’ Professional Development on Practice-Based Research Through Communities of Inquiry. Vocations and Learning 9:1, pages 85-110.
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Marit Ulvik & Kari Smith. (2016) Å undervise om å undervise - Lærerutdanneres kompetanse sett fra deres eget og fra lærerstudenters perspektiv. Uniped 39:1, pages 61-77.
Crossref
Mary Lynn Hamilton, Stefinee Pinnegar & Ronnie Davey. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 181 237 .
Jean Murray. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 35 70 .
Viv Ellis, Jane McNicholl, Allan Blake & Jim McNally. (2014) Academic work and proletarianisation: A study of higher education-based teacher educators. Teaching and Teacher Education 40, pages 33-43.
Crossref
Päivi Hökkä & Anneli Eteläpelto. (2013) Seeking New Perspectives on the Development of Teacher Education. Journal of Teacher Education 65:1, pages 39-52.
Crossref
Jean Murray, Olwen McNamara & Marion Jones. 2014. Workplace Learning in Teacher Education. Workplace Learning in Teacher Education 293 315 .

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