Conflicting Views of Realistic Professionalism: Preservice Educators' Concerns Arising from Analysis of Themes in Their Reflective Writings

Current demands for professionalism from society are great, and future educators are concerned that they do not have the stamina and resources to fulfill their personal roles. This research examines 453 reflective writings of 151 preservice teachers, child and youth care providers, and counselors who, despite being asked to identify how their learning could help children, also wrote about their professional concerns. The 406 expressed concerns were identified based on 86 vocabulary leads. The categories of concern were (a) Misbehaviour, Aggression, Violence, and Victimization, (b) Multiculturalism and Diversity, (c) Personal Preparation and Career Choice, (d) The Responsibility of Providing Appropriate Teaching and Learning Methods, and (e) Appropriate Involvement in Children's Lives. The overall highest concern was for Personal Preparation and Career Choice, although the second highest concern for Misbehavior, Aggression, Violence, and Victimization increased dramatically after a special unit on childhood discipline practices was presented to the participants.     

Towards an ‘international forum for teacher educator development’: an agenda for research and action*

The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research interests, making structured opportunities for teacher educator development necessary. As a first outcome, we present a model to conceptualise teacher educator development, grounded in a study of the international literature and the systematic critical discussion of its findings by the participants in the project. The model facilitates international (research) collaboration, mapping and guiding initiatives in policy and practice by providing both an overview of the complexities of teacher educator development and a language to discuss them. The second –structural- outcome is the establishment of InFo-TED – the International Forum for Teacher Educator Development.     

Becoming a teacher educator – the motivational factors

This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution. The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan’s Self-Determination Theory. The study identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within TE. The personal development implications for the participants are also considered.     

Teacher educators developing professional roles: frictions between current and optimal practices

This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators.     

A Historical Examination of Self-Regulation: Helping Children Now and in the Future

Using content and archival analysis as a mixed method research design, this study addresses the broad issue of self-regulation since this subject area first appeared in the developmental psychology journals, addressing the question of whether each historical period had its own particular perspective on self-regulation, or was there, in fact, a progressive development? This research also explored the historical basis of current perspectives in order to provide background and continuity for present theories and the discussion of implications for families, professionals, and communities in supporting the development of self-regulation in infants and children.     

The teacher educator as a role model

New visions of learning have entered education. This article discusses the consequences for teacher education, and examines modelling by teacher educators as a means of changing the views and practices of future teachers. The results of a literature search and a multiple case study on modelling are discussed. Both the literature search and the case study approach led to the conclusion that we have discovered what is almost a blank spot in both the body of knowledge on teacher education and the actual practices of many teacher educators. The article concludes with a discussion of ways to improve this situation.     

Collaborating with colleagues for the sake of academic and professional development in higher education

Abstract

This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations.     

Discussion Forums for Expectant Fathers: The Perspectives of Male Educators

This article describes the perspectives of men recruited to be educators and to facilitate all-male discussion forums for expectant fathers within antenatal education programs. The 8 participants indicated their general satisfaction with the recruitment process and the preparation for and support of the role. They also expressed their support for the overall concept and design of the forum. Suggestions were made regarding areas for improvement in the design and management of the forums. Results from this study may provide an operational framework to assist service providers in the development of male-facilitated programs for expectant fathers.