ABSTRACT

Teacher educators are an occupational group who appear to suffer from an identity crisis. They do not seem to be able to agree on what their role or professional learning needs are. This situation has dire consequences for the next generation of teacher educators who enter the field in the same rather haphazard and ad hoc way as the ones before. This phenomenon might further explain why it has been called the hidden profession with reports of a general lack of professional induction, mentoring and advice. To explore this issue, a study of twenty “accomplished” university-based teacher educators were posed questions, one in particular asked, “what advice would you give beginning teacher educators” ? A key finding is the important role a teacher educator plays as a public intellectual and the new skills and knowledges required to fulfil this role in an increasingly complex, multifaceted and digital world. 33

摘要

教师教育工作者是一个似乎遭受身份危机的职业群体。他们似乎无法就自己的角色或专业学习需求达成一致。这种情况对下一代教师教育工作者产生了可怕的后果，他们像以前一样以相当随意和特别的方式进入该领域。这种现象可能进一步解释了为什么它被称为隐蔽职业，据报道普遍缺乏专业的介绍、指导和建议。为了探讨这个问题，我们对 20 名“有成就的”大学教师教育工作者进行了研究，特别是提出了一个问题：“你会给初级教师教育者什么建议”？一个重要的发现是教师教育者作为公共知识分子所扮演的重要角色，以及在日益复杂、多方面和数字化的世界中履行这一角色所需的新技能和知识。33