The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Professionally Developing as a Teacher Educator
Abstract
There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators’ professional development might be better understood and interpreted.
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Webster-Wright, A. (2009) · Review of Educational Research · doi:10.3102/0034654308330970 · Cited by 1,174 · cited 1×
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Becoming a teacher educator: evidence from the field
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“Murray and Male (2005) concluded that it took up to 3 years to establish an identity as a teacher of teachers and that the process was long and sometimes difficult as “feelings of professional unease and discomfort were particularly acute . . . [especially] when the substantial and situational…”
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Cited by
Sorted by citations
Rowan, L., Bourke, T., L’Estrange, L., Lunn Brownlee, J., Ryan, M., Walker, S., & Churchward, P. (2021) · Review of Educational Research · doi:10.3102/0034654320979171 · Cited by 176
Czerniawski, G. (2023) · British Educational Research Journal · doi:10.1002/berj.3902 · Cited by 18
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7
Metadata
- Authors
- Loughran, J.
- Affiliations
- Monash University (AU)
- Corresponding author
- Loughran, John
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2014-04-28
- Volume
- 65
- Issue
- 4
- Pages
- 271-283
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2126267805
- Cited by
- 522
- References
- 3
- Citations by year
- 2026: 38 · 2025: 31 · 2024: 35 · 2023: 44 · 2022: 50 · 2021: 65 · 2020: 60 · 2019: 77 · 2018: 46 · 2017: 23 · 2016: 32 · 2015: 18 · 2014: 3
- FWCI
- 130.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Teacher Education (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Reflective Practices in Education
- Keywords
- teacher educators, professional development, teacher professional development, transition to teaching, professional development framework
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