Becoming a community of practice - The blurred identity of clinical faculty teacher educators

Teacher Development

Volumn 11, Issue 3, 2007, Pages 313-334

  Poyas, Yael ^a   Smith, Kari ^b,c  

^a UNIVERSITY OF HAIFA   (Israel)

^b UNIVERSITY OF BERGEN   (Norway)

^c School for Gifted and Excellent Students   (Israel)

Author keywords

Clinical Faculty; Communities of Practice; Higher Education; Professional Development; Professional Identity; Teacher Education

Indexed keywords

EID: 34848889258     PISSN: 13664530     EISSN: 17475120     Source Type: Journal    
DOI: 10.1080/13664530701644607     Document Type: Article

References (31)

1. Association for Teacher Education, ATE Standards
2. Bullough Jr., R. V., Draper, R. J., Smith, L. and Birrell, J. R. (2004) Moving beyond collusion: Clinical faculty and university/public school partnership. Teaching and Teacher Education, 20, pp. 505-521.
3. Bullough Jr., R. V., Draper, R. J., Hall, K., Smith, L. K., Young, J., Sabey, B. and Brooks, S. (2005) Participatory action research and the quest for teacher educator community solidarity. Teacher Development, 9:1, pp. 79-95.
4. Bullough Jr., R. V., Hobbs, S. F., Kauchak, D. P., Crow, N. A. and Stokes, D. (1997) Long-term PDS development in research universities and the clinicalization of teacher education. Journal of Teacher Education, 48:2, pp. 85-95.
5. Cornbleth, C. and Ellsworth, J. (1994) Teachers in teacher education: clinical faculty roles and relationships. American Educational Research Journa, 31:1, pp. 49-70.
6. Eraut, M. (1994) Developing professional knowledge and competence, Falmer Press, London
7. Katz, E. and Coleman, M. (2002) The influence of research on career development at academic colleges of education in Israel. Journal of Education for Teaching, 28:1, pp. 45-61.
8. Kessels, J. and Keursten, P. (2002) Creating a knowledge productive work environment. LLINE - LifeLong Learning in Europe, pp. 104-112.
9. Kolb, D. (1998) Experiential learning: From discourse model to conversation. LLINE - LifeLong Learning in Europe, pp. 148-153.
10. Korthagen, F. A. J. (2000) From neglected group to spearhead in the development of education. Trends in Dutch teacher education, pp. 35-48. Garant, Leuven-Apeldoorn
11. Koster, B. and Dengerink, J. (2001) Towards a professional standard for Dutch teacher educators. European Journal of Teacher Education, 24:3, pp. 343-354.
12. Kremer-Hayon, L. and Zuzovsky, R. (1995) Themes, processes and trends in the professional development of teacher education. Teachers who teach teachers, pp. 155-171. Falmer, London
13. Leinhardt, G., Young, K. M. and Merriman, J. (1995) Integrating professional knowledge: The theory of practice and the practice of theory. Learning and Instruction, 5, pp. 401-408.
14. Loughran, J. and Berry, A. (2003) Modelling by teacher educators. paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL
15. Loughran, J. (2006) Developing a pedagogy of teacher education, Routledge, London and New York
16. Lunenberg, M. (2002) Designing a curriculum for teacher educators. European Journal of Teacher Education, 25:2, pp. 263-277.
17. Lunenberg, M., Korthagen, F. and Swennen, A. (2007) The teacher educator as a role model. Teaching and teacher education, 23:5, pp. 586-601.
18. van Manen, M. (1999) Knowledge, reflection and complexity in teacher practice. Changing schools/changing practices: Perspectives on educational reform and teacher professionalism, pp. 65-75. Garant, Leuven
19. Murray, J. and Male, T. (2005) Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21, pp. 125-142.
20. Nevo, D. (1995) School-based evaluation - a dialogue for school improvement, Pergamon, Elsievier Science, Oxford
21. Nicoll, K. and Harrison, R. (2003) Constructing the good teacher in higher education: The discursive work of standards. Studies in Continuing Education, 25:1, pp. 23-35.
22. Sandholtz, J. H. (2002) Inservice training or professional development: contrasting opportunities in a school/university partnership. Teaching and Teacher Education, 18, pp. 815-830.
23. Sfard, A. and Prusak, A. (2005) Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 43:4, pp. 14-22.
24. Shulman, L. S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15, pp. 4-14.
25. Smith, K. (2003) So, what about the professional development of teacher educators?. European Journal of Teacher Education, 26:2, pp. 201-215.
26. Smith, K. (2004) New methods and perspectives on teacher evaluation. New directions in teachers' working and learning environment, pp. 95-114. Springer, Dordrecht
27. Smith, K. (2005) Teacher educators' expertise: What do novice teachers and teacher educators have to say?. Teaching and Teacher Education, 21, pp. 177-192.
28. Southworth, G. (1995) Looking into primary headship: A research based interpretation, Falmer Press, London
29. Wenger, E. (1999) Communities of practice: Learning, meaning and identity, Cambridge University Press, Cambridge
30. Zanting, A., Verloop, N., Vermunt, J. D. and van Driel, J. H. (1998) Explicating practical knowledge: An extension of mentor teachers' roles. European Journal of Teacher Education, 21:1, pp. 11-27.
31. Zuzovsky, R. (2000) Thoughts about the professional development of teachers in Israel. Education and its Context, 202, pp. 75-83.