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Abstract
In-service educators have a crucial role to play in meeting the professional learning needs of teachers of the future, according to the Council of Europe’s ‘ET 2020’, although it is less clear what that role entails. This empirical study, undertaken in a university school of English language in Turkey, explores the everyday experience of a team of wholly school-based in-service educators and develops a model of their role based on an analysis of questionnaire, interview and focus group data. The results attest to the complexities of the in-service educator’s role, revealing them to be more than simply effective teachers. Catering for affective needs, coaching a broad range of clients, interpreting contextual variables and providing appropriate feedback represent some of the challenges in-service educators are facing in the research context, which set them apart and suggest important lessons for the development of an in-service educator training curriculum.
Notes
1. The term ‘trainee’ has been used throughout this text but inadequately describes those engaged in in-service professional learning, many of whom are qualified and experienced teachers. A similar inadequacy surrounds the terms ‘teacher educator’ and ‘trainer’ both of which exude differing perspectives, methodologies and connotations. Nonetheless, these terms have been retained.