Professional Identity Formation Among Teacher Educators

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Many teacher educators in university faculties of Education move from the professional practice of teaching in schools into the Higher Education sector. Given the breadth of school curriculum, these teachers may have come into school teaching from other professions and diverse disciplines. There are other teacher educators who have never taught in schools at all. These differences pose interesting issues around the nature of their professional orientations and the aspects which these teacher educators might hold in common. This paper will explore how the academics from one university in Australia have become teacher educators and how they have come to understand themselves as such. How do they see themselves professionally, and what have been the key factors shaping their professional identities? Do those who have come from the school sector see themselves primarily as teachers? – that is, does school teaching practice still form the core of their professional identity? In what ways do they express their multiple identities as teacher, researcher, administrator, fund seeker? In what ways have their disciplines and professions shaped their teaching practice and the place of research in their work as teacher educators? This paper will consider professional identity and its impact on practice and explores these questions within the context of a small study in one faculty of education in Australia.


Keywords: Preservice Teacher Education, Practitioner Research, Self-Study, Professional Identity
Stream: Education and Social Welfare
Presentation Type: Paper Presentation in English
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Rosamund Winter

Lecturer, Faculty of Education, Monash University
Melbourne, Victoria, Australia

Rosamund Winter is a practising librarian and lecturer in Teacher Librarianship Education at Monash University in Melbourne, Australia. She is involved through co-ordination of the faculty's library in supporting undergraduate, postgraduate and research students across the faculty. She works with all the secondary pre-service students at the Clayton campus, but in particular with the preservice Teacher Librarians.

Dr. Amanda Berry

Senior Lecturer, Faculty of Education, Monash University
Melbourne, Victoria, Australia

Amanda Berry is a Senior Lecturer in the Faculty of Education, Monash University, where she works mainly in the areas of preservice and inservice science teacher education. Amanda's research focus is the self-study of teaching practice, an interest that began during her career as a high school teacher before joining Monash University. She has a keen interest in the collaborative learning about teaching that can take place between teacher education colleagues and in the power of modelling in teaching about teaching. Amanda has published widely in the areas of teacher education and science education.

Ref: I08P0315