“Balance as a way of lifework”: early career choices among Israeli senior teacher educators

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-07-26 DOI:10.1080/10476210.2020.1793938

Mary Gutman

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引用次数: 4

Abstract

ABSTRACT This study seeks to explore Israeli senior teacher educators’ retrospective interpretations of their early career experiences while addressing a special emphasis on cultural and contextual characteristics of the academic colleges of education (ACEs). In order to study in depth the attraction factors of career choices among teacher educators, who have outstanding academic skills and background in university teaching, 10 semi-structured interviews were conducted. The findings pointed to the ‘balancing between different fields of work’ as a major attraction in choosing both the profession and the academic home among teacher educators. Moreover, three balancing points of utmost importance in career choices are identified as significant: a balance between theory and practice toward educational change; a balance between self-worth and production-based worth; and a balance between social relevance and professional networks. The study concludes with a handful of recommendations for ACE administrators on the strategies of recruiting and retaining new teacher educators with impressive academic achievement.

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“平衡是一种生活方式”：以色列高级教师教育工作者的早期职业选择

摘要本研究旨在探讨以色列高级教师教育工作者对其早期职业经历的回顾性解释，同时特别强调学术教育学院的文化和背景特征。为了深入研究具有卓越学术技能和大学教学背景的教师教育工作者职业选择的吸引力因素，进行了10次半结构化访谈。研究结果表明，“不同工作领域之间的平衡”是教师教育工作者选择职业和学术家园的主要吸引力。此外，职业选择中最重要的三个平衡点被认为是重要的：教育变革的理论和实践之间的平衡；自我价值和基于生产的价值之间的平衡；以及社会相关性和专业网络之间的平衡。该研究最后为ACE管理人员提供了一些关于招聘和留住具有出色学术成就的新教师教育者的策略建议。

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 Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.