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The professional teacher educator : roles, behaviour, and professional development of teacher educators / by Mieke Lunenberg, VU University, Amsterdam, The Netherlands, Jurriën Dengerink, VU University, Amsterdam, The Netherlands, and Fred Korthagen, Utrecht University, The Netherlands.

By: Contributor(s): Material type: TextTextSeries: Professional learning (Sense Publishers) ; volume13.Publisher: Rotterdam ; Boston : Sense Publishers, [2014]Copyright date: ©2014Description: ix,166 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9462095175
  • 9789462095175
  • 9462095167
  • 9789462095168
Subject(s): DDC classification:
  • 370.711 23
LOC classification:
  • LB1707 .L86 2014
Contents:
SERIES 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
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Includes bibliographical references.

SERIES 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

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