Teacher educators’ professional journeys: pedagogical and systemic issues affecting role perceptions

References

• Alexander, R. 2008. Education for all, the quality imperative and the problem of pedagogy. London: Department for International Development (DFID).
   Google Scholar
• Avalos, B. 2000. “Policies for teacher education in developing countries.” International Journal of Educational Research 33: 457–74. doi: 10.1016/S0883-0355(00)00029-X
   Google Scholar
• Barber, M., and M. Mourshed. 2007. How the world's best-performing school systems come out on top. Dubai: McKinsey and Company.
   Google Scholar
• Billett, S. 2001. “Learning through working life: interdependencies at work. Studies in Continuing Education.” 23 (1): 19–35.
   Google Scholar
• Boud, D., and J. Garrick. 1999. Understanding learning at work. London: Routledge.
   Google Scholar
• Boyd, P., Harris, K., and Murray, J. 2010. “Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity.” Professional Development in Education 36 (1): 9–24. doi: 10.1080/19415250903454767
   Google Scholar
• Boyd, P., Harris, K., and Murray, J. 2011. Becoming a teacher educator: guidelines for induction. Bristol: Higher Education Academy, Subject Centre for Education (ESCalate), University of Bristol Graduate School of Education.
   Google Scholar
• Boyer, E. 1990. Scholarship reconsidered: priorities of the professoriate. Princetown, New Jersey: Carnegie Foundation.
   Google Scholar
• Braund, M. 2001. “Helping primary student teachers understand pupils’ learning: exploring the student-mentor interface.” Mentoring and Tutoring 9 (3): 189–200. doi: 10.1080/13611260120111978
   Google Scholar
• Caena, F. 2013. “Perspectives on Teacher Educator policies in European countries: an overview 1. Working paper.” Available at: http://ec.europa.eu/education/school-education/doc/educator/caena_en.pdf. (accessed 3 January . 2013).
   Google Scholar
• Chetty, R. 2003. “Research and development in Technikons. lacunae and challenges.” South African Journal of Higher Education 17 (1): 9–15. doi: 10.4314/sajhe.v17i1.25186
   Google Scholar
• Chetty, R., and F. Lubben. 2010. “The scholarship of research in teacher education in a higher education institution in transition: issues of identity.” Teaching and Teacher Education 26: 813–820. doi: 10.1016/j.tate.2009.10.018
   Web of Science ®Google Scholar
• Cochran-Smith, M. 2005. “Teacher educators as researchers: Multiple perspectives.” Teaching and Teacher Education 21 (2): 219–25. doi: 10.1016/j.tate.2004.12.003
   Web of Science ®Google Scholar
• Colley, H., P. Hodkinson, and J. Malcolm. 2002. Non-formal learning: mapping the conceptual terrain. Leeds: University of Leeds Lifelong Learning Institute.
   Google Scholar
• Darling-Hammond, J. 2000. “How teacher education matters.” Journal of Teacher Education 51 (3): 166–73. doi: 10.1177/0022487100051003002
   Web of Science ®Google Scholar
• Darling-Hammond, L. 2006. Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
   Google Scholar
• Department for Education and Skills (DfES)/Teacher Training Agency. 2002. Qualifying to teach. London: HMSO.
   Google Scholar
• Department of Education. 22 September 2000. “Norms and standards for educators in schooling.” Government Gazette Vol. 423, 21565.
   Google Scholar
• Department of Education. 2007. “The Higher Education Qualifications Framework.” Government Gazette 30353.
   Google Scholar
• Department of Higher Education and Training. 2011. “The minimum requirements for teacher education qualifications.” Government Gazette 34467.
   Google Scholar
• Dewey, J. 1929. The sources of a science of education. New York: Horace Liveright.
   Google Scholar
• Eraut, M. 2000. “Non-formal learning and tacit knowledge in professional work.” British Journnal of Educational Psychology 70: 113–36. doi: 10.1348/000709900158001
   PubMed Web of Science ®Google Scholar
• Eraut, M. 2004. “Informal learning in the workplace.” Studies in Continuing Education 26 (2): 247–73. doi: 10.1080/158037042000225245
   Google Scholar
• Eraut, M. 2007. “Learning from other people in the workplace.” Oxford Review of Education . 33 (4): 403–22. doi: 10.1080/03054980701425706
   Web of Science ®Google Scholar
• Frempong, G., V. Reddy, and A. Kanjee. 2011. “Exploring equity and quality education in South Africa using multilevel models.” Compare 41 (6): 819–35.
   Web of Science ®Google Scholar
• Furlong, J., L. Barton, S. Miles, C. Whiting, and G. Whitty. 2000. Teacher education in transition: re-forming professionalism? Buckingham: Open University Press.
   Google Scholar
• Furlong, J., and T. Maynard. 1995. Mentoring student teachers. The growth of professional knowledge. London: Routledge.
   Google Scholar
• Gemmell, T., M. Griffiths, and B. Kibble. 2010. “What kind of research culture do teacher educators want, and how can we get it?” Studying Teacher Education 6 (2): 161–74. doi: 10.1080/17425964.2010.495896
   Google Scholar
• Hardman, F., J. Ackers, N. Abrishamian, and M. O'Sullivan. 2011. “Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda.” Compare 41 (5): 669–83.
   Web of Science ®Google Scholar
• Hardman. S., and Luke, S. 2013. “Reflections on a research journey.” Science Teacher Education 68: 33–42.
   Google Scholar
• Harlen, W., C. Holroyd, and M. Byrne. 1995. Confidence and understanding in teaching science and technology in primary schools. Edinburgh: Scottish Council for Research in Education.
   Google Scholar
• Harrison, J., and F. McKeon. 2008. “The formal and situated learning of beginning teacher educators in England: identifying characteristics for successful induction in the transition from workplace in schools to workplace in higher education.” European Journal of Teacher Education 31 (2): 151–68. doi: 10.1080/02619760802000131
   Web of Science ®Google Scholar
• Hattie, J. 2013. Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
   Google Scholar
• Kyriacou, C., and R. Kunc. 2007. “Beginning teachers’ expectations of teaching.” Teaching and Teacher Education 23: 1246–57. doi: 10.1016/j.tate.2006.06.002
   Web of Science ®Google Scholar
• Lederman, N. G. 1999. “Teachers’ understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship.” Journal of Research in Science Teaching 36 (8): 916–29. doi: 10.1002/(SICI)1098-2736(199910)36:8<916::AID-TEA2>3.0.CO;2-A
   Web of Science ®Google Scholar
• Lee, T., A. Fuller, D. Ashton, P. Butler, A. Felstead, L. Unwin, and S. Walters. 2004. Learning as work: Teaching and learning processes in the contemporary work organisation. Leicester: Centre for Labour Market Studies, University of Leicester.
   Google Scholar
• Loughran, J., A. S. Berry, and D. Corrigan. 2001. “‘Once were science teachers’.” The Qualitative Report 6 4. Unpublished manuscript, last modified June 14, 2011. Available at: http://www.nova.edu/ssss/QR/QR6-4loughran.html (accessed 21st August 2013).
   Google Scholar
• Macfarlane, B., and G. Hughes. 2009. “Turning teachers into academics? The role of educational development in fostering synergy between teaching and research.” Innovations in education and teaching international 46 (1): 5–14. doi: 10.1080/14703290802646214
   Web of Science ®Google Scholar
• Maguire, M. 2000. “Inside/outside the ivory tower: Teacher education in the English academy.” Teaching in Higher Education 5 (2): 149–65. doi: 10.1080/135625100114812
   Google Scholar
• McKeon, F., and J. Harrison. 2010. “Developing pedagogical practice and professional identities of beginning teacher educators.” Professional Development in Education 36 (12): 25–44. doi: 10.1080/19415250903454783
   Google Scholar
• Moloi, M., and Strauss, J. 2005. The SACMEQ II project in South Africa: a study of the conditions of schooling and the quality of education. Harare, Zimbabwe: The Southern and East African Consortium for Monitoring Educational Quality (SACMEQ).
   Google Scholar
• Morrow, W. 2007. Learning to teach in South Africa. Cape Town: HSRC Press.
   Google Scholar
• Murray, J. 2010. “Towards a new language of scholarship in teacher educators’ professional learning?” Professional Development in Education 36 (1-2): 197–209. doi: 10.1080/19415250903457125
   Google Scholar
• Murray, J., and J. Harrison. 2008. “The induction and professional development of teacher educators.” European Journal of Teacher Education 31 (2): 109–15. doi: 10.1080/02619760802000065
   Web of Science ®Google Scholar
• Murray, J., and T. Male. 2005. “Becoming a teacher educator: evidence from the field.” Teaching and Teacher Education 21 (1): 125–42. doi: 10.1016/j.tate.2004.12.006
   Web of Science ®Google Scholar
• Naidoo, D. 2009. “Case studies of the implementation of “progression and integration” of knowledge in South African schools.” Education as Change 13 (5–25).
   Google Scholar
• Parker, D., and J. Adler. 2005. “Constraint or catalyst? The regulation of teacher education in South Africa.” Journal of Education 36 (59–78).
   Google Scholar
• Pretorius, S. G. 2004. “Issues and trends in teacher education in international perspective.” Africa Education Review 1 (1): 46–64. doi: 10.1080/18146620408566269
   Google Scholar
• Rusznyak, L. 2010. “Seeking substance in student teaching.” In Retrieving teaching: critical issues in curriculum, pedagogy and learning, ed. Y. Shalem and S. Pendlebury, 117–31. Cape Town: Juta Press.
   Google Scholar
• Sayed, Y. 2002. “Changing forms of teacher education in South Africa: a case study of policy change.” International Journal of Educational Development 22 (381–395).
   Google Scholar
• Schmidt, H., and P. Boshuizen. 1993. “On acquiring expertise in medicine.” Educational Psychology Review 5 (3): 205–21. doi: 10.1007/BF01323044
   Web of Science ®Google Scholar
• Shalem, Y., and S. Pendlebury, eds. 2010. Retrieving teaching: critical issues in curriculum, pedagogy and learning. Cape Town: Juta Press.
   Google Scholar
• Shalem, Y., and S. Slonimsky. 1999. “Can we close the gap? Criteria and obligation in teacher education.” Journal of Education 24: 5–30.
   Google Scholar
• Snoek, M., A. Swennen, and M. van der Klink. 2011. “The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators.” Professional Development in Education 37 (5): 651–64. doi: 10.1080/19415257.2011.616095
   Google Scholar
• Sternberg, R., G. Forsyth, J. Hedlund, J. Horvath, R. Wagner, W. Williams, S. Snook, and E. Grigorenko. 2000. Practical intelligence in everyday life. Cambridge: Cambridge University Press.
   Google Scholar
• Stryker, S., and R. Serpe. 1994. “Identity salience and psychological centrality: equivalent, overlapping or complementary concepts?” Social Psychological Quarterly 57 (1): 16–35. doi: 10.2307/2786972
   Web of Science ®Google Scholar
• Swennen, A., K. Jones, and M. Volman. 2010. “Teacher educators: their identities, sub-identities and implications for professional development.” Professional Development in Education 36 (1–2): 131–48. doi: 10.1080/19415250903457893
   Google Scholar
• Teach First. 2011.. http://www.teachfirst.org.uk/TFHome. (accessed 19 October 2011)
   Google Scholar
• Tytler, R. 2007. Re-imagining science education: engaging students in science for Australia's future. Camberwell, Victoria: Australian Council for Educational Research.
   Google Scholar
• UNESCO. 1996. “Final report. Seventh meeting of the minsters on education of Latin America and the Caribbean. Kingston, Jamaica, 13–17 May.”
   Google Scholar
• White, E., A. Roberts, M. Rees, and M. Read. 2013. “An exploration of the development of academic identity in a School of Education.” Professional Development in Education (ahead-of-print), 1–15.
   Google Scholar
• Williams, J., and J. K. Ritter. 2010. “Constructing new professional identities through self-study: from teacher to teacher educator.” Professional Development in Education 36 (1–2): 77–92. doi: 10.1080/19415250903454833
   Google Scholar
• Zeichner, K. 2007. “Accumulating knowledge across self-studies in teacher education.” Journal of Teacher Education 58 (1): 36–46. doi: 10.1177/0022487106296219
   Web of Science ®Google Scholar