Being a Teacher Educator

Dr Pete Boyd is Emeritus Professor of Professional Learning at the University of Cumbria, UK, and was previously a schoolteacher for fifteen years. He works on collaborative professional inquiry and practitioner research projects with teacher researchers.Dr Pippa Leslie is Senior Lecturer and Programme Leader of the MA in Educational Professional Practice at the University of Cumbria, UK. She has been a teacher, leader, and consultant in the UK, Channel Islands and Scandinavia. Her research focuses on how real-world dynamics of the classroom influence children’s beliefs about their own capability. As a teacher educator she works with schools to challenge disadvantage in their own context.Dr Jean Murray is Emeritus Professor of Education at the University of East London, UK, and is a National Teaching Fellow at FRSA. Jean's research focuses on teacher education policies internationally. Jean’s research also includes emphases on identity and agency, workplace learning and higher education. She is a founder member of InFo-TED.Dr Lisa Murtagh is Professor of Education and Head of the Manchester Institute of Education at the University of Manchester, UK. Her interests include investigating formative assessment practice with experienced practitioners. Her research approach is rooted in the qualitative paradigm, and she works with preservice teachers and mentors to access their ‘voice’.Joe Boyd is an independent illustrator based in Bristol, UK. He collaborates with agencies and studios, as well as working directly with clients, to craft flowing, nature-inspired visuals for all kinds of projects.

• 1. IntroductionPART I: Purposes, values and identities2. The purposes of (teacher) education3. The multiple identities of a teacher educator4. Social identities and social justice5. Being a scholarly teacher educator6. Workplace learning and career decisions7. Well-being and managing workload8. Teacher Educator vignettes on purposes, values and identitiesPART II: Pedagogy and partnership9. Pedagogical principles for teacher education10. Workplace learning in schools11. Modelling when teaching teachers12. Decolonising the teacher education curriculum13. An international tour of teacher education14. Supporting educational thinking and writing15. Assessment in initial teacher education16. Teachers’ research literacy as professional judgment17. Teacher Educator vignettes on pedagogy and partnershipPART III: Scholarship and research18. High quality ‘close to practice’ research19. Writing for publication: why, what, where and when?20. Writing a research journal paper21. Writing for impact22. Doctoral study or an alternative pathway?23. Research supervision and mentoring24. Teacher Educator vignettes on scholarship and research25. ConclusionINDEX

'Being a Teacher Educator is an essential guide for all those contributing to teacher education programmes. The well-structured range of accessible, research-informed, and thought-provoking self-study chapters will sharpen your thinking, guide your development of practice, and support your scholarship as a teacher educator.'Professor Gerry Czerniawski, Professional Doctorate in Education programme lead, University of East London, BERA Chair of Engagement Committee and lead editor of the BERA Blog