Working with multiple identities: supporting the transition from school teacher to teacher educator

Pete Boyd; Lily Baker; Kim Harris; Christabel Kynch; Emma McVittie

Working with multiple identities: supporting the transition from school teacher to teacher educator

Pete Boyd
, Lily Baker
, Kim Harris
, Christabel Kynch
, Emma McVittie

University of Cumbria

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This paper reports on an Escalate funded project which is investigating the journey of school teachers as they are appointed to become university based teacher educators. The findings suggest that a very varied range of experiences exists during transition to their new role even within one case study education faculty. The study identifies tensions between the ‘professional’ and ‘academic’ systems in the teacher education partnership which make it a particularly challenging workplace for new teacher educators.

Original language	English
Title of host publication	Challenges and opportunities: developing learning and teaching in ITE across the UK
Editors	Samantha Twiselton, Alison Jackson, Susan Bloxham
Place of Publication	Bristol, UK
Publisher	Higher Education Academy Education Subject Centre ESCalate
Pages	15-21
Publication status	Published - 1 Mar 2006

Keywords

teacher educator
professional learning
activity theory
boundary-crossing

Access to Document

Boyd WorkingWithMultipleOther version, 828 KB

http://escalate.ac.uk/2419

Cite this

Boyd, P., Baker, L., Harris, K., Kynch, C., & McVittie, E. (2006). Working with multiple identities: supporting the transition from school teacher to teacher educator. In S. Twiselton, A. Jackson, & S. Bloxham (Eds.), Challenges and opportunities: developing learning and teaching in ITE across the UK (pp. 15-21). Higher Education Academy Education Subject Centre ESCalate. http://escalate.ac.uk/2419

Boyd, Pete ; Baker, Lily ; Harris, Kim et al. / Working with multiple identities: supporting the transition from school teacher to teacher educator. Challenges and opportunities: developing learning and teaching in ITE across the UK. editor / Samantha Twiselton ; Alison Jackson ; Susan Bloxham. Bristol, UK : Higher Education Academy Education Subject Centre ESCalate, 2006. pp. 15-21

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title = "Working with multiple identities: supporting the transition from school teacher to teacher educator",

abstract = "This paper reports on an Escalate funded project which is investigating the journey of school teachers as they are appointed to become university based teacher educators. The findings suggest that a very varied range of experiences exists during transition to their new role even within one case study education faculty. The study identifies tensions between the {\textquoteleft}professional{\textquoteright} and {\textquoteleft}academic{\textquoteright} systems in the teacher education partnership which make it a particularly challenging workplace for new teacher educators.",

keywords = "teacher educator, professional learning, activity theory, boundary-crossing",

author = "Pete Boyd and Lily Baker and Kim Harris and Christabel Kynch and Emma McVittie",

note = "Published in 2005 ESCalate ITE conference proceedings (Lancaster, 19 May 2005).",

year = "2006",

month = mar,

day = "1",

language = "English",

pages = "15--21",

editor = "Samantha Twiselton and Alison Jackson and Susan Bloxham",

booktitle = "Challenges and opportunities: developing learning and teaching in ITE across the UK",

publisher = "Higher Education Academy Education Subject Centre ESCalate",

}

Boyd, P, Baker, L, Harris, K, Kynch, C & McVittie, E 2006, Working with multiple identities: supporting the transition from school teacher to teacher educator. in S Twiselton, A Jackson & S Bloxham (eds), Challenges and opportunities: developing learning and teaching in ITE across the UK. Higher Education Academy Education Subject Centre ESCalate, Bristol, UK, pp. 15-21. <http://escalate.ac.uk/2419>

Working with multiple identities: supporting the transition from school teacher to teacher educator. / Boyd, Pete; Baker, Lily; Harris, Kim et al.
Challenges and opportunities: developing learning and teaching in ITE across the UK. ed. / Samantha Twiselton; Alison Jackson; Susan Bloxham. Bristol, UK: Higher Education Academy Education Subject Centre ESCalate, 2006. p. 15-21.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Working with multiple identities: supporting the transition from school teacher to teacher educator

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AU - Baker, Lily

AU - Harris, Kim

AU - Kynch, Christabel

AU - McVittie, Emma

N1 - Published in 2005 ESCalate ITE conference proceedings (Lancaster, 19 May 2005).

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AB - This paper reports on an Escalate funded project which is investigating the journey of school teachers as they are appointed to become university based teacher educators. The findings suggest that a very varied range of experiences exists during transition to their new role even within one case study education faculty. The study identifies tensions between the ‘professional’ and ‘academic’ systems in the teacher education partnership which make it a particularly challenging workplace for new teacher educators.

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KW - professional learning

KW - activity theory

KW - boundary-crossing

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BT - Challenges and opportunities: developing learning and teaching in ITE across the UK

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PB - Higher Education Academy Education Subject Centre ESCalate

CY - Bristol, UK

ER -

Working with multiple identities: supporting the transition from school teacher to teacher educator

Abstract

Keywords

Access to Document

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