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dc.contributor.authorBraund, Martinen_US
dc.identifier.citationBraund, M. 2015. Teacher educators’ professional journeys: pedagogical and systemic issues affecting role perceptions. Africa Education Review, 12(2): 309-330. []en_US
dc.description.abstractTeacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England and South Africa, this paper examines pedagogical implications of progression from classroom teacher to teacher educator-tutor. Systemic issues include attitudes to personal scholarship in moving to high stakes academic environments requiring research. In both countries, there were issues of student teachers’ subject knowledge and their capacity to translate knowledge for learners. South African teacher educators were concerned about student teachers’ lack of appreciation of the integrity of conceptual understanding and sequencing of topic content. Implications for the professional development of teacher educators and their role identities are considered.en_US
dc.publisherRoutledge, Taylor & Francisen_US
dc.relation.ispartofAfrica Education Reviewen_US
dc.subjectTeacher educationen_US
dc.subjectCareer developmenten_US
dc.subjectHigher educationen_US
dc.subjectScience, maths and technology (SMT)en_US
dc.titleTeacher educators’ professional journeys: pedagogical and systemic issues affecting role perceptionsen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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