Abstract
Teacher educators have three main paths for career development: teaching, research and institutional leadership. These may be mutually supportive, but also, sources of tension. Recent national and institutional policies encourage teacher educators to increase their research activities. This study aims to describe Israeli teacher educators’ perceptions of the three paths, and their interrelationships, as influenced by their work contexts. Semi-structured interviews were conducted with 16 experienced, research-orientated teacher educators who work in various teacher education colleges in Israel. The results indicate that although research promotes their teaching and institutional leadership, they struggle to strike a balance between the three paths. Colleges do not provide support for career planning, and view teacher educators’ professional development as personal rather than as a collective institutional endeavour.
| Original language | English |
|---|---|
| Pages (from-to) | 507-522 |
| Number of pages | 16 |
| Journal | European Journal of Teacher Education |
| Volume | 42 |
| Issue number | 4 |
| DOIs | |
| State | Published - 8 Aug 2019 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2019, © 2019 Association for Teacher Education in Europe.
Reprinted: Kari Smith, and Maria Assunção Flores (Eds.) Teacher Educators as Researchers (Routledge, July, 2020). ISBN: 978-0-367-51956-8
Keywords
- Teacher educators
- professional development
- research
ASJC Scopus subject areas
- Education
