Being a teacher and a teacher educator – developing a new identity?

References

• Banks, F., Leach, J. and Moon, B., 2005. Extract from new understandings of teachers’ pedagogic knowledge. The curriculum journal, 16 (3), 331–340.
   Google Scholar
• Bates, T., Swennen, A. and Jones, K., 2010. The professional development of teacher educators. Abingdon: Routledge.
   Google Scholar
• Berry, A. and Loughran, J., 2002. Developing an understanding of learning to teach in teacher education. In: J. Loughran and T. Russell, eds. Improving teacher education practices through self-study. London, UK: RoutledgeFalmer, 13–29.
   Google Scholar
• Boyd, P. and Harris, K., 2010. Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional development in education, 36 (1–2), 9–24.
   Google Scholar
• Boyd, P., et al., (2006) Working with multiple identities: supporting new teacher education tutors in higher education [online]. Escalate. Available from: http://escalate.ac.uk/2324 [Accessed 30 March 2013]..
   Google Scholar
• Boyd, P., Harris, A. and Murray, J., 2011. Becoming a teacher educator: guidelines for induction. Bristol: The Higher Education Academy, Subject Centre for Education, ESCalate.
   Google Scholar
• Bullough, R.V., 2005. Being and becoming a mentor: school-based teacher educators and teacher educator identity. Teaching and teacher education, 21 (2), 143–155.
   Web of Science ®Google Scholar
• Burton, D. and Bartlett, S., 2009. Key issues for education researchers. London, UK: Sage.
   Google Scholar
• Claxton, G., Lucas, B. & Webster, R. (2010) Bodies of knowledge. How the learning sciences could transform practical and vocational education [online]. Centre for Real-world Learning, University of Winchester. Available from: http://edge.co.uk/media/uploads/downloadable/7780145d-5d9a-4059-9387-9613-c533e7f9.pdf [Accessed 26 August 2010].
   Google Scholar
• Clemans, A., Berry, A. and Loughran, J., 2010. Lost and found in transition: the professional journey of teacher educators. Professional development in education, 36 (1–2), 211–228.
   Google Scholar
• Cohen, L., Manion, L. and Morrison, K., 2007. Research methods in education. Oxford, UK: Routledge Falmer.
   Google Scholar
• Crowe, A.R. and Berry, A., 2007. Teaching prospective teachers about learning to think like a teacher. In: T. Russell and J. Loughran, eds. Enacting a pedagogy of teacher education. Values, relationships and practices. Abingdon: Routledge, 31–44.
   Google Scholar
• Davidson, J., Murray, J., and John, P., 2005. Knowing how, knowing why: the professional knowledge base of teacher educators. Paper presented at the European Conference for Educational Research, September, Dublin.
   Google Scholar
• DfE (Department for Education), 2010. The importance of teaching: Schools White Paper. https://www.education.gov.uk/publications/standard/publicationdetail/page1/CM%207980 [Accessed 13 December 2012].
   Google Scholar
• DfE (Department for Education), 2011. Training our next generation of outstanding teachers [online]. Available from:https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00165-2011 [Accessed 13 December 2012].
   Google Scholar
• DfE (Department for Education), 2012a. Research-informed practice [online]. Available from: http://www.education.gov.uk/schools/careers/traininganddevelopment/research-informedpractice [Accessed 13 December 2012].
   Google Scholar
• DfE (Department for Education), 2012b. Teaching schools – background [online]. Available from: http://www.education.gov.uk/nationalcollege/index/support-for-schools/teachingschools/teachingschools-background.htm [Accessed 13 December 2012].
   Google Scholar
• DfE (Department for Education), 2012c. Teaching schools – research and development [online]. Available from: http://www.education.gov.uk/nationalcollege/index/support-for-schools/teachingschools/teachingschools-programme-details/teachingschools-research-and-development.htm [Accessed 13 December 2012].
   Google Scholar
• Dinkelman, T., Margolis, J. and Sikkenga, K., 2006. From teacher to teacher educator: reframing knowledge in practice. Studying teacher education, 2 (2), 119–136.
   Google Scholar
• Eraut, M., 1994. Developing professional knowledge and competence. London: Falmer.
   Google Scholar
• Field, S., 2012. The trials of transition, and the impact upon the pedagogy of new teacher educators. Professional development in education, 38 (5), 811–826.
   Google Scholar
• Furlong, J., et al., 2000. Teacher education in transition. Buckingham: Open University Press.
   Google Scholar
• Gee, J.P., 1996. Social linguistics and literacies: ideology in discourses. New York, NY: Routledge-Falmer.
   Google Scholar
• Harrison, J. and McKeon, F., 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), 151–168.
   Web of Science ®Google Scholar
• Henkel, M., 2000. Academic identities and policy change in higher education. London, UK: Jessica Kingsley.
   Google Scholar
• House of Commons, 2010. Training of teachers [online]. London. Available from: http://www.publications.parliament.uk/pa/cm200910/cmselect/cmchilsch/275/275i.pdf [Accessed 13 December 2012].
   Google Scholar
• Lave, J. and Wenger, E., 1991. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
   Google Scholar
• Murray, J. and Kosnik, C., 2011. Academic work and identities in teacher education. Journal of education for teaching, 37 (4), 243–246.
   Google Scholar
• Murray, J. and Male, T., 2005. Becoming a teacher educator: evidence from the field. Teaching and teacher education, 21 (2), 125–142.
   Web of Science ®Google Scholar
• Rubin, H. and Rubin, I., 2005. Qualitative interviewing: the art of hearing data. London, UK: Sage.
   Google Scholar
• Stake, R.E., 1995. The art of case study research. London, UK: Sage.
   Google Scholar
• Stevens, M., 2013. A whole school approach to professional development. In: E. White and J. Jarvis, eds. School based teacher training: a handbook for tutors and mentors. London, UK: Sage, 9–14.
   Google Scholar
• Swennen, A., Jones, K. and Volman, M., 2010. Teacher educators: their identities, sub-identities and implications for professional development. Professional development in education, 36 (1–2), 131–148.
   Google Scholar
• Trowler, P. and Knight, P., 2004. Coming to know in higher education: theorising faculty entry to new work contexts. In: M. Tight, ed. The RoutledgeFalmer reader in higher education. London, UK: RoutledgeFalmer, 156–170.
   Google Scholar
• Turner-Bisset, R., 2001. Expert teaching. London, UK: David Fulton.
   Google Scholar
• Wenger, E., 1998. Communities of practice: learning, meaning and identity. Cambridge: Cambridge University Press.
   Google Scholar
• White, E., 2011. Working towards explicit modelling: experiences of a new teacher educator. Professional development in education, 37 (4), 483–497.
   Google Scholar
• White, E., 2012. Exploring the professional development needs of new teacher educators situated solely in school: pedagogical knowledge and professional identity. Professional development in education, 39 (1), 82–98.
   Google Scholar
• White, E., et al., 2013. An exploration of the development of academic identity in a school of education. Professional development in education (in press). doi: 10.1080/19415257.2013.775661.
   Google Scholar
• Wilson, E. and Stutchbury, K., 2009. Research design and ethics. In: E. Wilson, ed. School-based research. A guide for education students. London, UK: Sage, 57–75.
   Google Scholar
• Wood, D. and Borg, T., 2010. The rocky road: the journey from classroom teacher to teacher educator. Studying teacher education, 6 (1), 17–28.
   Google Scholar
• Woolhouse, C. and Cochrane, M., 2009. Is subject knowledge the be all and end all? Investigating professional development for science teachers. Improving schools, 12 (2), 160–173.
   Google Scholar
• Yin, R.K., 2009. Case study research: design and methods. London, UK: Sage.
   Google Scholar
• Zeichner, K., 2010. Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of teacher education, 61 (1–2), 89–99.
   Web of Science ®Google Scholar