From teachers to teacher educators: An exploratory case study of non-university-based teacher educators improving their second-order teaching competency by developing model lessons

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-13 DOI:10.1016/j.tate.2024.104810

Xiaoyan Li , Wei Liao , Qiujin Dong , Xudong Zhu

引用次数: 0

Abstract

This exploratory case study investigates the boundary-crossing learning patterns of 53 Chinese non-university-based teacher educators (NUBTEs) as they develop their second-order teaching competency by developing model lessons in a formal professional development (PD) program. The study identifies three patterns in the development process: a) Enhancing disposition by transforming identity from teachers to teacher educators; b) Enriching knowledge by coordinating between different sources; and c) Improving practice by reflecting on the feedback from stakeholders after engaging in teacher education tasks. These patterns jointly explicate NUBTEs' second-order teaching competency development process and indicate theoretical and practical implications for advancing NUBTEs’ professional learning.

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从教师到教师教育者：非大学教师教育者通过开发示范课提高二阶教学能力的探索性案例研究

这项探索性案例研究调查了 53 名中国非大学教师教育者（NUBTEs）通过在正式的专业发展（PD）项目中开发示范课来发展其二阶教学能力的跨界学习模式。研究发现了发展过程中的三种模式：a) 通过从教师到教师教育者的身份转变来提升性情；b) 通过协调不同来源来丰富知识；c) 通过在参与教师教育任务后反思利益相关者的反馈来改进实践。这些模式共同阐释了新北师大教师的二阶教学能力发展过程，并对推进新北师大教师的专业学习具有理论和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.