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dc.contributor.authorWhite, Elizabeth
dc.date.accessioned2017-03-29T16:22:20Z
dc.date.available2017-03-29T16:22:20Z
dc.date.issued2014-05-27
dc.identifier.citationWhite , E 2014 , ' Being a teacher and a teacher educator – developing a new identity? ' , Professional Development in Education , vol. 40 , no. 3 , pp. 436-449 . https://doi.org/10.1080/19415257.2013.782062
dc.identifier.issn1941-5257
dc.identifier.otherPURE: 1743232
dc.identifier.otherPURE UUID: 2cd98b52-83d7-4dfc-a02c-a352c97fe3b4
dc.identifier.otherScopus: 84902777388
dc.identifier.otherORCID: /0000-0001-5090-1729/work/33315746
dc.identifier.urihttp://hdl.handle.net/2299/17736
dc.descriptionThis is an Accepted Manuscript version of an article published by Taylor & Francis Group in Professional Development in Education on 10 April 2013, available online at https://doi.org/10.1080/19415257.2013.782062.
dc.description.abstractThe shift towards school-led teacher education steered by the government in England challenges the ‘traditional’ model of experienced teachers leaving school and entering the higher education sector to become teacher educators. More teachers are undertaking the dual role of teacher and teacher educator, leading the professional learning of teachers. This paper investigates the perceptions of seven experienced teachers who take on the role of leading the development of subject knowledge of new and experienced teachers through a case study approach. The findings reveal that leading professional development has an impact on the professional identity of these teachers. This new role has changed the way that they view themselves as teachers, and their practice as teachers, for others it has contributed to their leadership role and career progression. Not all of the participants embraced an identity as a teacher educator. The findings are compared to teachers making the transition from school teacher to teacher educator in Higher Education Institutions in the literature, to discover commonalities that could guide the planning of professional development opportunities. The research revealed insights into experiences of becoming a teacher educator; the impact on them as teachers and leaders; and how they see their own identities developing.en
dc.language.isoeng
dc.relation.ispartofProfessional Development in Education
dc.subjectteacher educator; professional development; professional identity; academic identity
dc.titleBeing a teacher and a teacher educator – developing a new identity?en
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionEducation
dc.description.statusPeer reviewed
dc.date.embargoedUntil2014-10-10
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/19415257.2013.782062
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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