Male, T; Murray, J; (2004) The Formation of Professional Identity and the Socialization of Teacher Educators in England: Evidence from the field. In: (Proceedings) AERA 2004 Annual Meeting. American Education Research Association (AERA): San Diego, CA.

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Abstract

Despite the wealth of commentaries on teacher education, there is little empirical research focused on teacher educators themselves (Ducharme 1993; Ducharme and Ducharme 1996; Acker 1996; Maguire 1994; John 1996; Grundy and Hatton 1995; Reynolds, 1995.). In particular, few studies look at the professional experiences and induction needs of new teacher educators, entering Higher Education (HE) work from schools. This omission means that new teacher educators are an under-researched and poorly understood occupational group. This paper investigates the challenges faced by beginning teacher educators in establishing their new professional identity as academics in the English university sector. The definition of professional identity used here is that this is the point at which the new member feels confident and competent in their job, thus experiencing feelings of comfort and effectiveness in regards to the demands of the position.

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