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        Developing an appreciation of what it means to be a school-based teacher educator

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        Author
        White, Elizabeth
        Dickerson, Claire
        Weston, Kathryn
        Attention
        2299/17604
        Abstract
        The nature of partnership between schools and higher education institutions is changing in many countries, with experienced teachers taking on more responsibility for teacher education whilst remaining in their school as teachers, rather than entering the higher education sector to become teacher educators. This research considers the perspectives of these school-based teacher educators in England, exploring the impact that this role has on them, their student-teachers and their schools. Some benefits and challenges that they face in the dual role of teacher and teacher educator are revealed. The research takes an interpretive perspective, listening to the meanings being constructed by the participants through use of a questionnaire, semi-structured interviews and a focus group of student-teachers who learned from these school-based teacher educators. Possible impacts on student-teachers’ learning and implications for the development of high quality teacher education are examined.
        Publication date
        2015-10-02
        Published in
        European Journal of Teacher Education
        Published version
        https://doi.org/10.1080/02619768.2015.1077514
        Other links
        http://hdl.handle.net/2299/17604
        Relations
        School of Education
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