000			05295nam a2200277 a 4500
001			42397
003			0000000000
005			20240411193047.0
008			210712n s 000 0 eng d
020			_a978-94-6209-516-8
100	1		_aLunenberg, Mieke.
245	1	4	_aThe professional teacher educator : _h[electronic resource] _broles, behaviour, and professional development of teacher educators / _cMieke Lunenberg; Jurriën Dengerink; Fred A J Korthagen.
260			_aRotterdam : _bSense Publishers, _c2014.
300			_a1 online resource (ix, 166 pages) : _billustrations.
490	1		_aProfessional learning (Sense Publishers) _v13
505	0		_aSERIES EDITOR'S FOREWORD; REFERENCES; 1. INTRODUCTION: WHY THIS BOOK?; 1.1. CONTEXT AND BACKGROUND; 1.2. GOAL OF THIS REVIEW STUDY AND RESEARCH QUESTIONS; 1.3. RELEVANCE FOR RESEARCH; 1.4. PRACTICAL RELEVANCE AND RELATION TO OTHER DEVELOPMENTS; NOTES; 2. CONCEPTUAL FRAMEWORK; 2.1. TEACHER EDUCATOR; 2.2. PROFESSIONAL ROLE; 2.3. PROFESSIONAL BEHAVIOUR; 2.4. CRITICAL FEATURES; 3. METHOD; 3.1. EIGHT STEPS; 1. Create an Audit Trail; 2. Define the Focus of the Review; 3. Search for Relevant Literature; 4. Classify the Documents; 5. Create Summary Data Bases. 6. Identify Constructs and Hypothesised Causal Linkages7. Search for Contrary Findings and Alternative Interpretations; 8. Use Colleagues or Informants to Corroborate Findings; Goal and concepts; Context; Method; Completeness; 3.2. THE FINAL DATABASE; NOTES; 4. RESULTS: CHARACTERISTICS OF THE PROFESSION; 4.1. SIX ROLES; 4.1.1. Teacher of Teachers and Researcher; 4.1.2. Coach; 4.1.3. Curriculum Developer; 4.1.4. Gatekeeper; 4.1.5. Broker; 4.1.6. Number of Studies for each of the Six Roles; 4.2. TEACHER OF TEACHERS; 4.2.1. Role and Behaviour; I. Second order teaching. 1. The ability to work with adult learners in higher education2. The ability to articulate tacit knowledge and underlying theory; II. Promotion of active learning; 3. Having a vision and being able to promote active (self-regulated) learning; III. Modelling and making modelling explicit; 4. Two levels of modelling; 5. Modelling in practice; 6. Attention for the affective side of modelling; IV. Dealing with tensions and dilemmas; 7. Tensions; Critical features; 4.2.2. Professional Development; I. Context; 1. Availability of a frame of reference. II. Building on personal qualities of the teacher educator2. Personal qualities; 3. (Gaps in) Prior knowledge and experience; III. Support; 4. Coaching by a mentor; 5. Learning from and with colleagues; 6. Participation in a community of learners; 7. Participating in a course; IV. Research; 8. Studying one's own practice; Critical features; 4.3. RESEARCHER; 4.3.1. Role and Behaviour; I. Views of the role of researcher; 1. Acknowledgment of the role of researcher; 2. Friction with the role of teacher of teachers; 3. Meaning of the role of researcher. II. The practical elaboration of the role of researcher4. Lack of time, information, and support; 5. Ambivalence; 6. No research culture; III. The focus of research; 7. Traditional research focus; 8. Research into one's own practices; Critical features; 4.3.2. Professional Development; I. Context; 1. Creating a research culture; 2. Making institutional expectations and requirements explicit; 3. Providing clear information; 4. Providing support; 5. Identifying and offering additional support and resources; 6. Planned and protected time; 7. Role models; 8. Collaboration structures.
520			_aThis book is a review of more than twenty years of international research on teacher educators. It offers a solid overview of what is known about the professional roles, professional behaviour and professional development of teacher educators. A systematic analysis of the focus, methods and data sources of 137 key publications on teacher educators make this book into an important reference work for everyone interested in the work of and research on teacher educators. There is a growing consensus that teacher educators largely determine the quality of teachers and hence, the quality of education. Through this book, Lunenberg, Dengerink and Korthagen provide not only insights into the various roles of teacher educators and the complexity of their work, but they also discuss building blocks for ongoing structured and in-depth professional development. The authors clarify that if we wish to take being a teacher educator seriously, it is imperative that we build our understanding on research data. The book shows that although the number of studies on teacher educators is growing, the research in this field is still scattered. The authors highlight the need to create a coherent research programme on teacher educators and provide concrete suggestions for such a programme.
650		7	_aEducation _xStudy and teaching (Higher) _2sears
650		7	_aTeacher educators. _2sears
650		7	_aTeacher educators _xTraining of. _2sears
700	1		_aDengerink, Jurriën _eAuthor.
700	1		_aKorthagen, Fred A. J. _eAuthor.
856			_uhttps://drive.google.com/file/d/14aLn1_SqoF9bHM9xnKpfyKPADoVqbIES/view?usp=sharing
999			_c12478 _d12478