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InFo-TED: bringing policy, research, and practice together around teacher educator development

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Abstract
This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators’ professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and on-going education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is under-studied and under-supported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators’ professional development.
Keywords
teacher education practices, knowledge base of teacher education, teacher education research, InFo-TED, teacher educators’ identities, teacher education policy

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MLA
Vanassche, Eline, et al. “InFo-TED: Bringing Policy, Research, and Practice Together around Teacher Educator Development.” International Teacher Education : Promising Pedagogies (Part C), edited by Cheryl Craig and Lily Orland-Barak, vol. 22C, Emerald Group Publishing Limited, 2015, pp. 341–64, doi:10.1108/S1479-368720150000022015.
APA
Vanassche, E., Rust, F., Conway, P., Smith, K., Tack, H., & Vanderlinde, R. (2015). InFo-TED: bringing policy, research, and practice together around teacher educator development. In C. Craig & L. Orland-Barak (Eds.), International teacher education : promising pedagogies (Part C) (Vol. 22C, pp. 341–364). https://doi.org/10.1108/S1479-368720150000022015
Chicago author-date
Vanassche, Eline, Frances Rust, Paul Conway, Kari Smith, Hanne Tack, and Ruben Vanderlinde. 2015. “InFo-TED: Bringing Policy, Research, and Practice Together around Teacher Educator Development.” In International Teacher Education : Promising Pedagogies (Part C), edited by Cheryl Craig and Lily Orland-Barak, 22C:341–64. Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-368720150000022015.
Chicago author-date (all authors)
Vanassche, Eline, Frances Rust, Paul Conway, Kari Smith, Hanne Tack, and Ruben Vanderlinde. 2015. “InFo-TED: Bringing Policy, Research, and Practice Together around Teacher Educator Development.” In International Teacher Education : Promising Pedagogies (Part C), ed by. Cheryl Craig and Lily Orland-Barak, 22C:341–364. Emerald Group Publishing Limited. doi:10.1108/S1479-368720150000022015.
Vancouver
1.
Vanassche E, Rust F, Conway P, Smith K, Tack H, Vanderlinde R. InFo-TED: bringing policy, research, and practice together around teacher educator development. In: Craig C, Orland-Barak L, editors. International teacher education : promising pedagogies (Part C). Emerald Group Publishing Limited; 2015. p. 341–64.
IEEE
[1]
E. Vanassche, F. Rust, P. Conway, K. Smith, H. Tack, and R. Vanderlinde, “InFo-TED: bringing policy, research, and practice together around teacher educator development,” in International teacher education : promising pedagogies (Part C), vol. 22C, C. Craig and L. Orland-Barak, Eds. Emerald Group Publishing Limited, 2015, pp. 341–364.
@incollection{5964589,
  abstract     = {{This chapter is contributed by InFo-TED, the International Forum for Teacher Educator Development. This newly established community brings together people from across the world to exchange research, policy, and practice related to teacher educators’ professional learning and development. We define teacher educators broadly as those who are professionally involved and engaged in the initial and on-going education of teachers. Our contention is that while there is general agreement about the important role played by teacher educators, their professional education is under-studied and under-supported. Here, we elaborate the rationale for this initiative, delineate our conceptual framework, and provide examples of steps taken in Belgium, Ireland, and Norway to develop the professional identities and knowledge bases of those who educate and support teachers, and conclude with implications for a implications for a scholarly study agenda having to do with research, policy, and practice relating to teacher educators’ professional development.}},
  author       = {{Vanassche, Eline and Rust, Frances and Conway, Paul and Smith, Kari and Tack, Hanne and Vanderlinde, Ruben}},
  booktitle    = {{International teacher education : promising pedagogies (Part C)}},
  editor       = {{Craig, Cheryl and Orland-Barak, Lily}},
  isbn         = {{978-1-78441-674-4}},
  keywords     = {{teacher education practices,knowledge base of teacher education,teacher education research,InFo-TED,teacher educators’ identities,teacher education policy}},
  language     = {{eng}},
  pages        = {{341--364}},
  publisher    = {{Emerald Group Publishing Limited}},
  series       = {{Advances in Research on Teaching}},
  title        = {{InFo-TED: bringing policy, research, and practice together around teacher educator development}},
  url          = {{http://doi.org/10.1108/S1479-368720150000022015}},
  volume       = {{22C}},
  year         = {{2015}},
}

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