This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators.à  The book drawsà  these themes together as a means to support the induction and further professional development of teacher educators.
This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators.à  The book drawsà  these themes together as a means to support the induction and further professional development of teacher educators.
Gerry Czerniawski taught humanities, business studies and sociology in schools and colleges in London before gradually moving into teaching in higher education within the political sciences and education at The Open University, the University of Northampton, London Metropolitan University and London University's Institute of Education. In 2006 he joined the University of East London where he is currently Professor of Education. He has been programme leader for secondary PGCE / GTP / Schools Direct humanities courses and runs the doctoral programmes in education. Gerry holds a National Teaching Fellowship from the Higher Education Academy and is a trustee and council member of the British Educational Research Association (BERA). He is the Lead Editor of The BERA Blog, Chair of the British Curriculum Forum and a Principal Fellow of the Higher Education Academy.
Inhaltsangabe
Chapter 1: Introduction - beware the sorcerer's apprentice! Chapter 2: Teacher Educators' identities Chapter 3: Continuing professional development or professional learning? Chapter 4: The teacher educator researcher Chapter 5: Doing teacher education differently - international initiatives Chapter 6: Rethinking teacher educators' knowledge Chapter 7: Conclusion - moving on...one step at a time! Index
