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Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters. [ABSTRACT FROM AUTHOR]

This paper presents findings from the large-scale studyLiteracy Teacher Educators: Their Backgrounds, Visions, and Practicesthat includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist approach are presented. The six LTEs speak English as their mother tongue. Three aspects of constructivism are discussed: knowledge is constructed by learners; knowledge is experience based; and a strong class community is essential. They have adopted a constructivist approach because they conceptualised the teaching/learning process as a partnership. Constructivism is a flexible and fluid framework so individual LTEs can shape their work for their context and draw on their strengths; however, it is demanding because courses have to be somewhat organic in order to create space for discussion of issues as they arise. [ABSTRACT FROM PUBLISHER]

Given expanding concepts of literacy and evolving communication patterns literacy teacher educators face a daunting task–preparing student teachers for a world where literacy is very complicated and contested. This paper addresses two key questions: What are the elements of a pedagogy of literacy teacher education? What opportunities for learning do literacy/English teacher educators offer to help student teachers understand the changing conception of literacy? For this research 28 literacy/English teacher educators in four countries were interviewed three times. Two overall conclusions are: the need to anchor their course in the concept of literacy as expanding and evolving; and to approach literacy teacher education holistically. Three elements of a pedagogy of literacy teacher education are discussed in this paper; that there is a need to: value and respond to diversity; read, discuss, and analyse a range of texts and genres; create authentic reflection activities. These elements are relevant for our increasingly diverse student body and can work dialogically. This paper provides a broad road map for literacy teacher educators who are often faced with conflicting messages from governments and feel tremendous pressure to teach to the test. [ABSTRACT FROM AUTHOR]

Given expanding concepts of literacy and evolving communication patterns literacy teacher educators face a daunting task – preparing student teachers for a world where literacy is very complicated and contested. This paper addresses two key questions: What are the elements of a pedagogy of literacy teacher education? What opportunities for learning do literacy/English teacher educators offer to help student teachers understand the changing conception of literacy? For this research 28 literacy/English teacher educators in four countries were interviewed three times. Two overall conclusions are: the need to anchor their course in the concept of literacy as expanding and evolving; and to approach literacy teacher education holistically. Three elements of a pedagogy of literacy teacher education are discussed in this paper; that there is a need to: value and respond to diversity; read, discuss, and analyse a range of texts and genres; create authentic reflection activities. These elements are relevant for our increasingly diverse student body and can work dialogically. This paper provides a broad road map for literacy teacher educators who are often faced with conflicting messages from governments and feel tremendous pressure to teach to the test. [ABSTRACT FROM AUTHOR]

This paper reports on a research study of 28 literacy teacher educators (LTE) in four countries: Canada, the USA, England and Australia. It identifies three main forms of professional development: informal, formal and communities of practice and four spheres of knowledge: research; pedagogy of higher education; literacy and literacy teaching; and current school district and government initiatives. The study reveals the sheer scale of knowledge required to be an effective LTE and demonstrates how participants used the three forms of professional development to enhance their knowledge in each sphere. It concludes that the professional development of teacher educators is not conducted systematically; rather, it is quite ad hoc with much of it occurring through learning while doing. All had to construct their own programmes for professional development, which added yet another layer to their responsibilities. [ABSTRACT FROM PUBLISHER]

This study involved 28 literacy/English teachers in four countries: Canada, the USA, the UK and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Most went far beyond simply telling stories about their previous work. All were heavily influenced by their own childhood experiences, which continue to affect their current work. Many felt that they needed to hold dual identities, teacher and academic, because they were still heavily involved in schools through their research and in-service activities. Several felt that there was a hierarchy in their department with those most removed from schooling at the highest tier. Most saw themselves in the field of literacy not teacher education and gravitate towards literacy-focused conferences and journals rather than those in teacher education. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various papers within the issue on topics including the demographic challenges facing teacher education work in Australia, practices and development of a teacher educator and Norwegian teacher education context.

This paper describes an initiative, Becoming Teacher Educators (BTE), which is a group for doctoral students who want to become teacher educators. The group is composed of two professors and 12 doctoral students. The various activities in which the group has engaged over the past three years are described. This article brings to light a few key elements of the BTE group, namely, its strengths as a community, the importance of shared leadership, the opportunity to develop knowledge of teacher education, the improvement of research skills, the influence on identity, and improvement in practices as beginning teacher educators. [ABSTRACT FROM AUTHOR]

An introduction to the articles discussed within the issue is presented, including an article by Kelly Donnell on the challenges faced by a new teacher educator, an article by Cynthia Nicol and colleagues on the relationship between a pedagogy of care and a pedagogy of inquiry in the context of a mathematics methods class, and an article by Barbara Henderson on the challenges of providing mentorship to four graduate teaching assistants working in an Early Childhood Education program.

As pre-service instructors, we turned to longitudinal study of our graduates as a primary means of finding out how our courses could better prepare student teachers for the challenging early years of teaching. In addition, we used other self-study methods, notably regular feedback from student teachers during the program. The study of 22 graduates over their first three years of teaching revealed that program planning and vision for teaching were two especially important areas that were not adequately addressed in pre-service. In this paper we discuss how we changed our courses to be more effective in these areas. [ABSTRACT FROM AUTHOR]

The authors comment on the articles presented in the November 2009 issue of "Studying Teacher Education." They outline the characteristics of the longitudinal self-studies of teacher education practices included in the issue. They describe how the articles in the themed issue respond to the criticism that research on the impact of teacher education routinely ends when the course or the program ends. They claim that the articles were able to demonstrate how teacher educators can learn from the experiences of their students.

This article reports a study of literacy instruction in our own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program, including the importance of engaging learners, strategies for developing an inclusive class community, the names of high-quality works of children's literature, and a variety of general teaching strategies. However, there were gaps between what was taught and what the new teachers wanted to learn. The new teachers struggled with program planning, desired more direct instruction on developing a literacy program, and wanted closer links between theory and practice. The teacher educators tried to cover so much material that the new teachers were unable to develop a focused, coherent pedagogy. The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching. [ABSTRACT FROM AUTHOR]

This article looks at the non-tenure-line instructors in a teacher education programme. Although they play a crucial role in teacher education, they largely toil in the shadows. They have limited voice in programme decisions, are offered little or no induction, and often work in isolation. The high turnover in staff and their heavy teaching and supervision loads make it difficult to begin to develop a pedagogy of teacher education. We offer suggestions about how these instructors might be provided with induction, professional development, and other forms of support. These include supporting them with funds for professional development, including them on research teams, and providing opportunities for tenure-line and non-tenure-line faculty to socialise and work together. Cet article examine sur les instructeurs non-permanents dans un programme d'éducation d'enseignant. Bien qu'ils jouent un rôle crucial dans l'éducation d'enseignant, ils peinent grandement dans les ténèbres. Ils ont une voix limitée dans les décisions de programme, sont offerts presque pas d'induction et travaillent souvent dans l'isolement. Le haut chiffre de retour dans le personnel et leurs lourdes charges de supervision et d'enseignement rendent difficile de commencer à développer une pédagogie d'éducation d'enseignant. Nous offrons des suggestions sur comment ces professeurs pourraient être fournis avec l'induction, le développement professionnel et d'autres formes de soutien. Ceux-ci incluent qu'on doit les soutenir avec les fonds pour le développement professionnel, les inclure dans les équipes de recherche, et fournir des opportunités à la faculté permanente et non-permanente pour socialiser et collaborer. Dieser Artikel beschäftigt sich mit der Situation der nicht fest angestellten ('non-tenure-line') Lehrbeauftragten in der Lehrerausbildung. Obwohl diese eine Schlüsselrolle in der Lehrerausbildung spielen, wird ihre Arbeit weitgehend unterschätzt, denn sie haben wenig Mitspracherecht bei Entscheidungen über das Ausbildungsprogramm, werden kaum eingeführt und arbeiten oft isoliert. Die daraus resultierende hohe Fluktuationsrate unter diesen Lehrbeauftragten und ihre sehr großen Lehr- und Supervisionspensen erschweren die Entwicklung einer Pädagogik für die Lehrerausbildung. In diesem Beitrag machen wir Vorschläge darüber, wie man diesen Lehrbeauftragten eine Einführung, professionelle Entwicklung und weitere Unterstützung anbieten könnte. Dies verlangt finanzielle Mittel für die professionelle Entwicklung, außerdem den Einbezug in die Forschung und die Gelegenheit, mit anderen Dozierenden zu arbeiten und Erfahrungen auszutauschen. Este artículo se centra en el profesorado que no es titular en los programas de la Formación del Profesorado. Aunque ellos juegan un papel importante en la formación del profesorado, normalmente se encuentran en la sombra. Su voz está limitada por lo que se refiere a la decisiones en los programas, se les ofrece poca o ninguna inducción y, amenudo trabajan de manera aislada. El constante cambio en la plantillas junto con la dedicación tanto en la supervisión como en la ensenañanza hace que dificulte el empezar a desarollar una pedagogía de la formación del profesorado. En este sentido, ofrecemos sugerencias sobre cómo este profesorado puede alcanzar con inducción, formación del profesorado, y otras maneras de apoyo. Estas incluyen el apoyarlos con financiación para la formación del profesorado, incluyéndolos en equipos de investigación, y aportándoles oportunidades tanto para los titulares como para los que estan en proceso para socializar y trabajar conjuntamente. [ABSTRACT FROM AUTHOR]

This paper begins with a description of my work in a Canadian school of education, where I now realize that I was well insulated from the US context, where many are highly critical of teacher education. My recent move to Stanford University immediately immersed me in the highly controversial practices being imposed on schools and schools of education through the No Child Left Behind (NCLB) legislation. I suggest that it was almost impossible for me to fully appreciate the impact of NCLB while working in Canada. I argue here that teacher educators must maintain their integrity yet be mindful of the political agendas or risk being completely marginalized. I suggest that, while the development of self-study has been affected by the discourse and legislation, self-study can play a key role in restoring balance to discussions of the importance of teacher education. In order to achieve this influence, we must continue to expand our research methods to enable us to participate in the language of evidence-based research. [ABSTRACT FROM AUTHOR]

Comments on an article which claimed that the concept of reflection-in-action, as articulated by Donald Schön from 1983 to 1987, is only minimally applicable to teaching. Need for flexibility and responsiveness in teaching; Relevance of the concept to the profession; Concept of teaching as a process.

This paper is a self-study of my work as a professor as I redesigned and implemented an innovative teacher education program at OISE/UT. I begin by providing the background and setting to our program, a one-year, post-baccalaureate B.Ed. program. Since it is cohort-based, 60 students, we had the opportunity to structure the program around action research philosophy and practice. I describe and analyze seven 'critical incidents' from my own work in restructuring of the program. Using Schon's theory of reflective practice as the framework I examine my work in light of key concepts such as repertoire, artistry, reflection on action, reflective conversations, reframing, and so on. I show how my personal development as a reflective practitioner helped me develop the teacher education program to be more consistent with the theory and practice of reflective practice. [ABSTRACT FROM AUTHOR]

The research literature indicates lack of clarity and agreement about the role of 'associate teachers'—teachers who supervise teacher education students during their practicum. This study of a group of associate teachers revealed that they found their role satisfying and gave student teachers a considerable amount of support, feedback and direction. However, they often seemed to be rather 'tough' on the student teachers, limiting their freedom to innovate, giving them a very heavy workload and generating in them a considerable amount of anxiety. The study suggests the need for joint inquiry with associate teachers to establish a clear conception of teaching and learning, a conception which can guide the ongoing development of the pre-service programme and be modelled by associate teachers and university faculty in their relationships with student teachers. [ABSTRACT FROM AUTHOR]

Discusses the challenges faced by primary teachers in Ontario. Concept of teachers as thoughtful practitioners; Teaching as a multifaceted job; Views of teachers as technicians and superteachers; Public skepticism toward teachers; Concept of thoughtful practitioners.

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose: This research considers the extent to which changes in student teachers' (a) identity as teachers of PE and (b) self-efficacy to overcome barriers to teaching PE occurred during pre-service teacher education. Participants and Setting: Participants (n = 308) were elementary classroom teachers who were drawn from a one-year, post-baccalaureate teacher education programme located in a North American urban centre. Data collection: Scales from a survey developed by Faulkner, Reeves, and Chedzoy were administered to participants before (n = 308) and after (n = 285) they attended a mandatory. 12-hour PE methods course and two practice teaching placements. The scales used measured two constructs: identity as teachers of PE and self-efficacy to overcome barriers to teaching PE. Following the initial survey, 10 student teachers were invited to participate in three semi-structured interviews conducted before they attended the PE course; after the completion of the PE course, and following the second of two practice teaching placements. Data analysis: Survey data were analysed using descriptive statistics and inferential statistics. Descriptive statistics provided mean scores for the two constructs measured at pre- and post-test stages; inferential statistics (repeated measures t-tests) were used to identify significant changes in pre- and post-test data. Interview data were analysed using the principles of constant comparison as outlined in grounded theory approaches. Findings: Quantitative analysis suggested that there was a positive and significant change in survey respondents' identities as teachers of PE. Interview participants felt that the pre-service PE course and practice teaching placements provided them with useful examples of how to promote inclusive practice and collaborative opportunities for learning. It also allayed several participants' anxieties that they would be expected to teach PE the same way that they were taught as school pupils. No significant difference was found in self-efficacy for overcoming barriers to teaching PE. Conclusions: The results of this study suggest that it may be worthwhile for PE teacher educators to focus coursework for elementary student teachers on developing their identities as teachers of PE. While in one brief course, the steps that student teachers can make towards forming an identity as a teacher of PE may be small, they are essential given the importance of professional identity development in the processes of learning to teach. [ABSTRACT FROM AUTHOR]

Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a general lack of professional induction, mentoring and advice. To explore this issue, a study of twenty "accomplished" university-based teacher educators were posed questions, one in particular asked, "what advice would you give beginning teacher educators" ? A key finding is the important role a teacher educator plays as a public intellectual and the new skills and knowledges required to fulfil this role in an increasingly complex, multifaceted and digital world. 33 [ABSTRACT FROM AUTHOR]