Teacher Educator and Teachers in Training: A Case-Study Charting the Development of Professional Identities

Abstract

As a New Teacher Educator (NTE) within Further Education (FE), professional identity was brought abruptly into my consciousness as I scrutinised and even criticised my practice. The weight of responsibility for supporting a diverse group of trainees through their Initial Teacher Training (ITT) programme was not without anxiety and self-doubt. A number of challenges presented that required careful management on my part. This paper charts the complexity of the development of new professional identities within one ITT classroom and how collaborative enquiry was used effectively to build a supportive environment that nurtured both my transition from teacher to Teacher Educator and the trainees’ transitions from teachers in training to qualified teachers.

Keywords

New Teacher Educator; Trainee Teachers; Teacher Identity; Transition; Teacher Enquiry

How to Cite

Tait V. (2017) “Teacher Educator and Teachers in Training: A Case-Study Charting the Development of Professional Identities”, Teaching in Lifelong Learning. 8(1). doi: https://doi.org/10.5920/till.2017.03

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Authors

Vicki Tait

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Creative Commons Attribution 4.0

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This article has been peer reviewed.

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