Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Research in Geographical and Environmental Education Pub Date : 2022-12-10 DOI:10.1080/10382046.2022.2153988

E. Smith, E. Rushton

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引用次数: 0

Abstract

Abstract Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all.

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地理教师教育工作者的身份、角色和专业学习在一个多变、不确定、复杂和模糊的世界

摘要在全球范围内，教师教育工作者的工作环境受到持续的政策改革和全球环境危机的影响，我们认为，这些危机结合在一起，创造了一种动荡、不确定、复杂和模糊的职业生活（VUCA）。通过对英国地理教师教育工作者（GTE）的案例研究，我们探讨了教师教育工作者的经验、知识和专业成长。我们的研究结果利用了对在线问卷（n = 51）、一次从业者研讨会和11次半结构化访谈。我们发现GTE具有多方面的身份，这些身份是由专业、社会和个人领域通过参与不同的实践社区而形成的。VUCA的教师教育背景在GTE的职业身份中是可见的，既有肯定的，也有有害的，我们认为这与对职业自主的看法有关。我们认为，教师教育工作者的职业角色是勇敢地参与政策制定，作为他们为所有人的社会和环境公正未来做出贡献的一部分。

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

International Research in Geographical and Environmental Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

33.30%

发文量

期刊介绍： International Research in Geographical & Environmental Education publishes quality research studies within the context of geographical and environmental education. The journal endeavours to promote international interest and dissemination of research in the field, provides a forum for critique, and demonstrates the relevance of research studies to good professional practice.