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dc.contributor.authorWhite, Elizabeth
dc.contributor.authorTimmermans, Miranda
dc.contributor.authorDickerson, Claire
dc.contributor.editorSwennen, Anja
dc.contributor.editorWhite, Elizabeth
dc.date.accessioned2020-08-21T00:01:50Z
dc.date.available2020-08-21T00:01:50Z
dc.date.issued2020-10-02
dc.identifier.citationWhite , E , Timmermans , M & Dickerson , C 2020 , Learning from Stories about the Practice of Teacher Educators in Partnerships between Schools and Higher Education Institutions . in A Swennen & E White (eds) , Being a Teacher Educator : Research-Informed Methods for Improving Practice . Taylor & Francis , Abingdon , pp. 126-141 .
dc.identifier.isbn9780367518592
dc.identifier.isbn9780367518585
dc.identifier.isbn9781003055457
dc.identifier.otherPURE: 13456242
dc.identifier.otherPURE UUID: 291244de-f7e3-4459-b711-fc401026f497
dc.identifier.otherORCID: /0000-0001-5090-1729/work/79184496
dc.identifier.otherScopus: 85089451937
dc.identifier.urihttp://hdl.handle.net/2299/23068
dc.description© 2021 Taylor & Francis. This is an Accepted Manuscript of a chapter published by Taylor & Francis in Being a Teacher Educator: Research-Informed Methods for Improving Practice on 02/10/2020, available online: https://www.routledge.com/Being-a-Teacher-Educator-Research-Informed-Methods-for-Improving-Practice/Swennen-White/p/book/9780367518592
dc.description.abstractThis research investigated the experiences of teacher educators working in school-based practice within partnerships between schools and higher education institutions. A narrative approach was used to collect stories about challenges or dilemmas in practice from school-based teacher educators and institute-based teacher educators in the Netherlands and England. These stories about practice were developed into ‘tools’ that can be used for the professional learning and development of teacher educators, to foster reflection on practice, provoke discussion and enhance collaboration within and between partnerships. The tools were used with teacher educators in workshops in England and the Netherlands and at international conferences, in order to consider ways in which they can enable boundary crossing, and to evaluate their usefulness for professional learning and development. Early observations of the impact of using these tools revealed that teacher educators found them especially helpful when used in mixed groups of school- and institute-based teacher educators. This research-based initiative designed to improve the work of teacher educators and the collaboration between institute- and school-based teacher educators will be further developed to provide (web-based) resources in English and Dutch for the international teacher educator community.en
dc.format.extent16
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofBeing a Teacher Educator
dc.titleLearning from Stories about the Practice of Teacher Educators in Partnerships between Schools and Higher Education Institutionsen
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.date.embargoedUntil2022-04-02
dc.identifier.urlhttps://www.routledge.com/Being-a-Teacher-Educator-Research-Informed-Methods-for-Improving-Practice/Swennen-White/p/book/9780367518592
rioxxterms.versionAM
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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