Teacher educators’ learnings from change and growth in new educational contexts: Understanding identity, belonging and purpose

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2022-09-13 DOI:10.1080/1359866X.2022.2124148

A. Fitzgerald, O. Bradbury

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引用次数: 1

Abstract

ABSTRACT In an increasingly dynamic and ever-changing global context, mobility and employment choices has resulted in professional diversification and change. These changes have offered opportunity for two researchers to apply an analytic approach to their experiences. This collaborative self-study explores how being in a new educational context influenced and shaped the thinking of two teacher educators in relation to initial teacher education. Journal entries over a three-month period generated a set of three key themes – identity, belonging and purpose. Applying a critical friend methodological approach, these conversations helped the authors to further interrogate the data and make sense of their learnings. An important finding from the research is the power of the reflective process in truly engaging with the change and the significant personal growth that took place within each new context. The findings are pertinent others’ experience change in educational context, such as pre-service teachers, which raises interesting questions and insights for those working with these cohorts and how best to prepare them for the dynamism of the profession.

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教师教育工作者从新的教育环境中的变化和成长中学习:理解身份、归属感和目的

在日益动态和不断变化的全球背景下，流动性和就业选择导致了专业的多样化和变化。这些变化为两位研究人员提供了将分析方法应用于他们的经验的机会。本研究探讨了在一个新的教育环境中如何影响和塑造两位教师教育工作者在初始教师教育方面的思想。三个月的日志记录产生了三个关键主题——身份、归属和目的。运用一种批判性的朋友方法论，这些对话帮助作者进一步询问数据，并使他们的学习有意义。这项研究的一个重要发现是反思过程的力量，它能够真正地参与到每一个新环境中发生的变化和重大的个人成长中。这些发现与其他人在教育背景下的经历变化有关，比如职前教师，这为那些与这些群体一起工作的人提出了有趣的问题和见解，以及如何最好地为他们的职业活力做好准备。

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来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.