This article is based on reflexive research, which served as a tool to
consolidate significant in... more This article is based on reflexive research, which served as a tool to consolidate significant insights into the author’s scholarly growth as a researcher specialising in teacher education. These insights are presented with universal meaning by proposing a three-phase model of scholarly growth for higher education faculty. Critical retrospective examination helped identify the features of each phase of the model. At the fundamental phase, the focus is on building professional identity through the acquisition of skills of operating as researchers. At the model’s next phase, the focus is on conduct as scholars, including carrying out research and writing academic outputs. At the model’s third phase the focus is on conduct as experts who act to benefit the teacher education profession, the scientific world and society. The reflexive research has clearly revealed the structure of the model and established the added value of scholarly growth over a decade.
This research examines the professional characteristics and nature of professional development of... more This research examines the professional characteristics and nature of professional development of experts in higher education, as perceived by teacher educators. An online anonymous questionnaire was formulated, evaluating four areas: teaching content and teacher education knowledge, professional abilities, professional skills and personality traits. The respondents were 105 teacher educators from various parts of the world. From the findings a cohesive and unique set of professional characteristics emerged encompassing three central foci of teacher educators’ work: teaching, working with students and professional development. This set enables generic conclusions: the first distinguishes between experts and those that are not; the second indicates that students are the core of university experts’ work; the third emphasizes that experts must continue in professional development focused on learning. This set can serve as a basis for determining which teacher educators are experts and can serve as a benchmark for those who are interested in becoming experts.
This research examines how faculty members in higher education collaborate with colleagues, their... more This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations.
The research presented in this chapter seeks to identify which factors
motivate teacher educators... more The research presented in this chapter seeks to identify which factors motivate teacher educators to engage in professional development and which delay them from so doing. Identifying motivators and delayers will inform academic development support for teacher educators. The research involved semi-structured narrative in-depth interviews with 27 teacher educators differentiated by their years of service as teacher educators and the roles they fulfill. Each interview lasted about one hour, during which participants were asked to describe what they did in order to develop professionally and to detail their ambitions and desires with regard to their future development. The analysis identified three principal factors that motivate teacher educators to develop professionally: studying for a doctoral degree; professional advancement ambitions; and collaboration with colleagues. The analysis identified three main factors that delay teacher educators from engaging in professional development: schedules; lack of interest and motivation; and the policy and culture of institutes for teacher education.
This chapter gives an overview of the work and identities of teacher educators. We know that teac... more This chapter gives an overview of the work and identities of teacher educators. We know that teacher education is a broad, heterogeneous and differentiated field (or area), within which individual teacher educators undertake many different types of work. Consequently, there are ...
This chapter gives an overview of the work and identities of teacher educators. We know that teac... more This chapter gives an overview of the work and identities of teacher educators. We know that teacher education is a broad, heterogeneous and differentiated field (or area), within which individual teacher educators undertake many different types of work. Consequently, there are ...
ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of begi... more ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of beginning teacher educators. As was outlined in the ‘Introduction and Overview’ of this book, teacher educators are not an easily recognisable group and their problems and rewards during their first years as teacher educators may vary a great deal. Nev- ertheless,fromthelimitedresearchthathasbeendone,andfromourownexperience as teacher educators, we know that the transition from teacher to teacher educator can be more challenging and difficult than beginning teacher educators may expect. This chapter is based on three sources of data. As there has not been a lot of research about beginning teacher educators, we first analysed self-study literature of teacher educators who described their first years in teacher education and the problems they encountered. In their articles, these teacher educators look back and reflect on their transition from teacher to teacher educator. Looking back from a distance gives them a wide perspective on the challenges and problems they en- countered. Moreover, these teacher educators were and are involved in self-study and publish about their own development and other issues concerning teacher ed- ucators (Guilfoyle, Hamilton, Pinnegar, & Placier, 1995; Knowles & Cole, 1994; Zeichner, 2005). We will refer to these teacher educators as ‘the self-study teacher educators’. A second source we drew upon was Australian research on teacher educators and their career trajectories. These narrative and collaborative studies are based on structured and unstructured interviews, written stories, descriptive metaphors of journeys in teacher education, time lines of careers and professional documen- tation such as curriculum vitas and diaries (Cooper, Ryan, Gay, & Perry, 1999; L. Ling, P. Ling, Burman, & Cooper, 2000; L. Ling, Burman, Cooper, & P. Ling, 2002; Perry & Cooper, 2001). For the purposes of this chapter, we used the data from these studies and focussed on the beginning years of the participants’ careers as teacher educators. We will refer to these studies as the ‘narrative studies’.
In recent years, the trend of examining how achievements in learning can be upheld has strengthen... more In recent years, the trend of examining how achievements in learning can be upheld has strengthened, as has the demand to incorporate standards into the entire education system. Some people demand that work be carried out according to standards, since they consider these standards to be milestones for the correct and appropriate way of operating, as well as definitions of educational objectives. In their view, the standard is a tool that assists in achieving goals. Other people demand that work be carried out according to standards, since they consider these standards to be a minimal requirement: a list of study contents, products, abilities and skills that every learner should aspire to achieve. Other views exist with regard to the role of standards in meeting the needs of various groups such as teachers, policy-makers, parents, the private market, and so on. In order to understand the research that is being presented in this lecture, we will first clarify how we perceive the role ...
The research presented here examines the manner in which teacher educators from two countries, Is... more The research presented here examines the manner in which teacher educators from two countries, Israel and Turkey, perceive the practice that characterizes expert teacher educators. The uniformity of the research participants' responses in both groups allowed the characteristics to be perceived as generic and those necessary for all teacher educators regardless of cultural, societal, or national distinctions. The characteristics focus on five domains, three of which include professional characteristics: (1) ways of teaching and pedagogical abilities; (2) expertise in the areas of teaching; (3) conversancy with what is being done in the education system; and two that include personality traits: (4) leadership abilities; (5) relations with the students. This set of characteristics may well serve as a list of objectives or milestones for teacher educators who aspire to be experts.
ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of begi... more ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of beginning teacher educators. As was outlined in the ‘Introduction and Overview’ of this book, teacher educators are not an easily recognisable group and their problems and rewards during their first years as teacher educators may vary a great deal. Nev- ertheless,fromthelimitedresearchthathasbeendone,andfromourownexperience as teacher educators, we know that the transition from teacher to teacher educator can be more challenging and difficult than beginning teacher educators may expect. This chapter is based on three sources of data. As there has not been a lot of research about beginning teacher educators, we first analysed self-study literature of teacher educators who described their first years in teacher education and the problems they encountered. In their articles, these teacher educators look back and reflect on their transition from teacher to teacher educator. Looking back from a distance gives them a wide perspective on the challenges and problems they en- countered. Moreover, these teacher educators were and are involved in self-study and publish about their own development and other issues concerning teacher ed- ucators (Guilfoyle, Hamilton, Pinnegar, & Placier, 1995; Knowles & Cole, 1994; Zeichner, 2005). We will refer to these teacher educators as ‘the self-study teacher educators’. A second source we drew upon was Australian research on teacher educators and their career trajectories. These narrative and collaborative studies are based on structured and unstructured interviews, written stories, descriptive metaphors of journeys in teacher education, time lines of careers and professional documen- tation such as curriculum vitas and diaries (Cooper, Ryan, Gay, & Perry, 1999; L. Ling, P. Ling, Burman, & Cooper, 2000; L. Ling, Burman, Cooper, & P. Ling, 2002; Perry & Cooper, 2001). For the purposes of this chapter, we used the data from these studies and focussed on the beginning years of the participants’ careers as teacher educators. We will refer to these studies as the ‘narrative studies’.
This chapter gives an overview of the work and identities of teacher educators. We know that teac... more This chapter gives an overview of the work and identities of teacher educators. We know that teacher education is a broad, heterogeneous and differentiated field (or area), within which individual teacher educators undertake many different types of work. Consequently, there are ...
Compare: A Journal of Comparative and International Education, 2013
ABSTRACT The objective of this research study was to identify the factors affecting the professio... more ABSTRACT The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators.
This article presents the main domains that reinforced 11 novice teacher educators, as evidenced ... more This article presents the main domains that reinforced 11 novice teacher educators, as evidenced by their feedback regarding a one‐year programme implemented at an intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an expert in the field. The study of the advantages and outcomes of a unique model of learning while working contributes to the definition of the requisite channels for the teacher educator’s effective induction and skilled specialisation. The contribution is divided into three main fields: building the professional self; being a member of a community of professionals; and enhancing professional practical skills. Our findings are corroborated when Association of Teacher Educators standards (2009)—which are regarded as milestones along the path to professionalism—are applied to them. Unique induction by means of learning with colleagues and guidance by expert teacher educators can be an applicable model for professional development in teacher education.
This book describes a researcher's journey to carry out an ethnographic study. It serves as a too... more This book describes a researcher's journey to carry out an ethnographic study. It serves as a tool to spread the use of ethnographic research, and to clarify the difficulties, challenges, solutions, and advantages ethnographic researchers encounter. The book describes how the various stops along the way allowed investigation of the research area from a variety of viewpoints, in order to fulfil diverse roles, and to present the research findings in a range of voices: the voice of the teacher educator, the voice of the faculty member, the voice of the ethnographic researcher, and the voice of the student. These viewpoints allowed for natural movement between the data that were gathered and the research information that was furnished. Using the voice of each role to present the issue allows one to examine it from a unique perspective and to get a broad and deep picture of the research population, process and results. Such a multi-dimensional perspective enables the presentation of a whole; emphasizing experiences, perceptions, values, world views, rules and regulations, culture and life style, interpersonal and intrapersonal relations.
This article is based on reflexive research, which served as a tool to
consolidate significant in... more This article is based on reflexive research, which served as a tool to consolidate significant insights into the author’s scholarly growth as a researcher specialising in teacher education. These insights are presented with universal meaning by proposing a three-phase model of scholarly growth for higher education faculty. Critical retrospective examination helped identify the features of each phase of the model. At the fundamental phase, the focus is on building professional identity through the acquisition of skills of operating as researchers. At the model’s next phase, the focus is on conduct as scholars, including carrying out research and writing academic outputs. At the model’s third phase the focus is on conduct as experts who act to benefit the teacher education profession, the scientific world and society. The reflexive research has clearly revealed the structure of the model and established the added value of scholarly growth over a decade.
This research examines the professional characteristics and nature of professional development of... more This research examines the professional characteristics and nature of professional development of experts in higher education, as perceived by teacher educators. An online anonymous questionnaire was formulated, evaluating four areas: teaching content and teacher education knowledge, professional abilities, professional skills and personality traits. The respondents were 105 teacher educators from various parts of the world. From the findings a cohesive and unique set of professional characteristics emerged encompassing three central foci of teacher educators’ work: teaching, working with students and professional development. This set enables generic conclusions: the first distinguishes between experts and those that are not; the second indicates that students are the core of university experts’ work; the third emphasizes that experts must continue in professional development focused on learning. This set can serve as a basis for determining which teacher educators are experts and can serve as a benchmark for those who are interested in becoming experts.
This research examines how faculty members in higher education collaborate with colleagues, their... more This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations.
The research presented in this chapter seeks to identify which factors
motivate teacher educators... more The research presented in this chapter seeks to identify which factors motivate teacher educators to engage in professional development and which delay them from so doing. Identifying motivators and delayers will inform academic development support for teacher educators. The research involved semi-structured narrative in-depth interviews with 27 teacher educators differentiated by their years of service as teacher educators and the roles they fulfill. Each interview lasted about one hour, during which participants were asked to describe what they did in order to develop professionally and to detail their ambitions and desires with regard to their future development. The analysis identified three principal factors that motivate teacher educators to develop professionally: studying for a doctoral degree; professional advancement ambitions; and collaboration with colleagues. The analysis identified three main factors that delay teacher educators from engaging in professional development: schedules; lack of interest and motivation; and the policy and culture of institutes for teacher education.
This chapter gives an overview of the work and identities of teacher educators. We know that teac... more This chapter gives an overview of the work and identities of teacher educators. We know that teacher education is a broad, heterogeneous and differentiated field (or area), within which individual teacher educators undertake many different types of work. Consequently, there are ...
This chapter gives an overview of the work and identities of teacher educators. We know that teac... more This chapter gives an overview of the work and identities of teacher educators. We know that teacher education is a broad, heterogeneous and differentiated field (or area), within which individual teacher educators undertake many different types of work. Consequently, there are ...
ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of begi... more ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of beginning teacher educators. As was outlined in the ‘Introduction and Overview’ of this book, teacher educators are not an easily recognisable group and their problems and rewards during their first years as teacher educators may vary a great deal. Nev- ertheless,fromthelimitedresearchthathasbeendone,andfromourownexperience as teacher educators, we know that the transition from teacher to teacher educator can be more challenging and difficult than beginning teacher educators may expect. This chapter is based on three sources of data. As there has not been a lot of research about beginning teacher educators, we first analysed self-study literature of teacher educators who described their first years in teacher education and the problems they encountered. In their articles, these teacher educators look back and reflect on their transition from teacher to teacher educator. Looking back from a distance gives them a wide perspective on the challenges and problems they en- countered. Moreover, these teacher educators were and are involved in self-study and publish about their own development and other issues concerning teacher ed- ucators (Guilfoyle, Hamilton, Pinnegar, & Placier, 1995; Knowles & Cole, 1994; Zeichner, 2005). We will refer to these teacher educators as ‘the self-study teacher educators’. A second source we drew upon was Australian research on teacher educators and their career trajectories. These narrative and collaborative studies are based on structured and unstructured interviews, written stories, descriptive metaphors of journeys in teacher education, time lines of careers and professional documen- tation such as curriculum vitas and diaries (Cooper, Ryan, Gay, & Perry, 1999; L. Ling, P. Ling, Burman, & Cooper, 2000; L. Ling, Burman, Cooper, & P. Ling, 2002; Perry & Cooper, 2001). For the purposes of this chapter, we used the data from these studies and focussed on the beginning years of the participants’ careers as teacher educators. We will refer to these studies as the ‘narrative studies’.
In recent years, the trend of examining how achievements in learning can be upheld has strengthen... more In recent years, the trend of examining how achievements in learning can be upheld has strengthened, as has the demand to incorporate standards into the entire education system. Some people demand that work be carried out according to standards, since they consider these standards to be milestones for the correct and appropriate way of operating, as well as definitions of educational objectives. In their view, the standard is a tool that assists in achieving goals. Other people demand that work be carried out according to standards, since they consider these standards to be a minimal requirement: a list of study contents, products, abilities and skills that every learner should aspire to achieve. Other views exist with regard to the role of standards in meeting the needs of various groups such as teachers, policy-makers, parents, the private market, and so on. In order to understand the research that is being presented in this lecture, we will first clarify how we perceive the role ...
The research presented here examines the manner in which teacher educators from two countries, Is... more The research presented here examines the manner in which teacher educators from two countries, Israel and Turkey, perceive the practice that characterizes expert teacher educators. The uniformity of the research participants' responses in both groups allowed the characteristics to be perceived as generic and those necessary for all teacher educators regardless of cultural, societal, or national distinctions. The characteristics focus on five domains, three of which include professional characteristics: (1) ways of teaching and pedagogical abilities; (2) expertise in the areas of teaching; (3) conversancy with what is being done in the education system; and two that include personality traits: (4) leadership abilities; (5) relations with the students. This set of characteristics may well serve as a list of objectives or milestones for teacher educators who aspire to be experts.
ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of begi... more ABSTRACT This chapter is about the readers of this book, about the rewards and challenges of beginning teacher educators. As was outlined in the ‘Introduction and Overview’ of this book, teacher educators are not an easily recognisable group and their problems and rewards during their first years as teacher educators may vary a great deal. Nev- ertheless,fromthelimitedresearchthathasbeendone,andfromourownexperience as teacher educators, we know that the transition from teacher to teacher educator can be more challenging and difficult than beginning teacher educators may expect. This chapter is based on three sources of data. As there has not been a lot of research about beginning teacher educators, we first analysed self-study literature of teacher educators who described their first years in teacher education and the problems they encountered. In their articles, these teacher educators look back and reflect on their transition from teacher to teacher educator. Looking back from a distance gives them a wide perspective on the challenges and problems they en- countered. Moreover, these teacher educators were and are involved in self-study and publish about their own development and other issues concerning teacher ed- ucators (Guilfoyle, Hamilton, Pinnegar, & Placier, 1995; Knowles & Cole, 1994; Zeichner, 2005). We will refer to these teacher educators as ‘the self-study teacher educators’. A second source we drew upon was Australian research on teacher educators and their career trajectories. These narrative and collaborative studies are based on structured and unstructured interviews, written stories, descriptive metaphors of journeys in teacher education, time lines of careers and professional documen- tation such as curriculum vitas and diaries (Cooper, Ryan, Gay, & Perry, 1999; L. Ling, P. Ling, Burman, & Cooper, 2000; L. Ling, Burman, Cooper, & P. Ling, 2002; Perry & Cooper, 2001). For the purposes of this chapter, we used the data from these studies and focussed on the beginning years of the participants’ careers as teacher educators. We will refer to these studies as the ‘narrative studies’.
This chapter gives an overview of the work and identities of teacher educators. We know that teac... more This chapter gives an overview of the work and identities of teacher educators. We know that teacher education is a broad, heterogeneous and differentiated field (or area), within which individual teacher educators undertake many different types of work. Consequently, there are ...
Compare: A Journal of Comparative and International Education, 2013
ABSTRACT The objective of this research study was to identify the factors affecting the professio... more ABSTRACT The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher educators work; the breadth and depth of teacher educators’ research and scholarship and the degree to which such scholarship is required as part of the assessment criteria; the cooperation between the training institution and the practical field (i.e., the schools where the students do their practice teaching); and the informal relationships between teacher educators and their students. The novelty of the study resides in the fact that these points affect teacher educators’ professional characteristics and that focusing on these characteristics facilitates a comprehensive view of methods, tools and directions that may expedite the professional development of teacher educators.
This article presents the main domains that reinforced 11 novice teacher educators, as evidenced ... more This article presents the main domains that reinforced 11 novice teacher educators, as evidenced by their feedback regarding a one‐year programme implemented at an intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an expert in the field. The study of the advantages and outcomes of a unique model of learning while working contributes to the definition of the requisite channels for the teacher educator’s effective induction and skilled specialisation. The contribution is divided into three main fields: building the professional self; being a member of a community of professionals; and enhancing professional practical skills. Our findings are corroborated when Association of Teacher Educators standards (2009)—which are regarded as milestones along the path to professionalism—are applied to them. Unique induction by means of learning with colleagues and guidance by expert teacher educators can be an applicable model for professional development in teacher education.
This book describes a researcher's journey to carry out an ethnographic study. It serves as a too... more This book describes a researcher's journey to carry out an ethnographic study. It serves as a tool to spread the use of ethnographic research, and to clarify the difficulties, challenges, solutions, and advantages ethnographic researchers encounter. The book describes how the various stops along the way allowed investigation of the research area from a variety of viewpoints, in order to fulfil diverse roles, and to present the research findings in a range of voices: the voice of the teacher educator, the voice of the faculty member, the voice of the ethnographic researcher, and the voice of the student. These viewpoints allowed for natural movement between the data that were gathered and the research information that was furnished. Using the voice of each role to present the issue allows one to examine it from a unique perspective and to get a broad and deep picture of the research population, process and results. Such a multi-dimensional perspective enables the presentation of a whole; emphasizing experiences, perceptions, values, world views, rules and regulations, culture and life style, interpersonal and intrapersonal relations.
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Papers by Leah Shagrir
consolidate significant insights into the author’s scholarly growth as
a researcher specialising in teacher education. These insights are
presented with universal meaning by proposing a three-phase
model of scholarly growth for higher education faculty. Critical
retrospective examination helped identify the features of each
phase of the model. At the fundamental phase, the focus is on
building professional identity through the acquisition of skills of
operating as researchers. At the model’s next phase, the focus is on
conduct as scholars, including carrying out research and writing
academic outputs. At the model’s third phase the focus is on
conduct as experts who act to benefit the teacher education profession,
the scientific world and society. The reflexive research has
clearly revealed the structure of the model and established the
added value of scholarly growth over a decade.
This set enables generic conclusions: the first distinguishes between experts and those that are not; the second indicates that students are the core of university experts’ work; the third emphasizes that experts must continue in professional development focused on learning. This set can serve as a basis for determining which teacher educators are experts and can serve as a benchmark for those who are interested in becoming experts.
motivate teacher educators to engage in professional development and which delay them from so doing. Identifying motivators and delayers will inform academic development support for teacher educators. The research involved semi-structured narrative in-depth interviews with 27 teacher educators differentiated by their years of service as teacher educators and the roles they fulfill. Each interview lasted about one hour, during which participants were asked to describe what they did in order to develop professionally and to detail their ambitions and desires with regard to their future development. The analysis identified three principal factors that motivate teacher educators to develop professionally: studying for a doctoral degree; professional advancement ambitions; and collaboration with colleagues. The analysis identified three main factors that delay teacher educators from engaging in
professional development: schedules; lack of interest and motivation; and the policy and culture of institutes for teacher education.
Books by Leah Shagrir
the various stops along the way allowed investigation of the research area from a variety
of viewpoints, in order to fulfil diverse roles, and to present the research findings in a
range of voices: the voice of the teacher educator, the voice of the faculty member, the
voice of the ethnographic researcher, and the voice of the student. These viewpoints
allowed for natural movement between the data that were gathered and the research
information that was furnished. Using the voice of each role to present the issue allows
one to examine it from a unique perspective and to get a broad and deep picture of the
research population, process and results. Such a multi-dimensional perspective enables
the presentation of a whole; emphasizing experiences, perceptions, values, world views,
rules and regulations, culture and life style, interpersonal and intrapersonal relations.
consolidate significant insights into the author’s scholarly growth as
a researcher specialising in teacher education. These insights are
presented with universal meaning by proposing a three-phase
model of scholarly growth for higher education faculty. Critical
retrospective examination helped identify the features of each
phase of the model. At the fundamental phase, the focus is on
building professional identity through the acquisition of skills of
operating as researchers. At the model’s next phase, the focus is on
conduct as scholars, including carrying out research and writing
academic outputs. At the model’s third phase the focus is on
conduct as experts who act to benefit the teacher education profession,
the scientific world and society. The reflexive research has
clearly revealed the structure of the model and established the
added value of scholarly growth over a decade.
This set enables generic conclusions: the first distinguishes between experts and those that are not; the second indicates that students are the core of university experts’ work; the third emphasizes that experts must continue in professional development focused on learning. This set can serve as a basis for determining which teacher educators are experts and can serve as a benchmark for those who are interested in becoming experts.
motivate teacher educators to engage in professional development and which delay them from so doing. Identifying motivators and delayers will inform academic development support for teacher educators. The research involved semi-structured narrative in-depth interviews with 27 teacher educators differentiated by their years of service as teacher educators and the roles they fulfill. Each interview lasted about one hour, during which participants were asked to describe what they did in order to develop professionally and to detail their ambitions and desires with regard to their future development. The analysis identified three principal factors that motivate teacher educators to develop professionally: studying for a doctoral degree; professional advancement ambitions; and collaboration with colleagues. The analysis identified three main factors that delay teacher educators from engaging in
professional development: schedules; lack of interest and motivation; and the policy and culture of institutes for teacher education.
the various stops along the way allowed investigation of the research area from a variety
of viewpoints, in order to fulfil diverse roles, and to present the research findings in a
range of voices: the voice of the teacher educator, the voice of the faculty member, the
voice of the ethnographic researcher, and the voice of the student. These viewpoints
allowed for natural movement between the data that were gathered and the research
information that was furnished. Using the voice of each role to present the issue allows
one to examine it from a unique perspective and to get a broad and deep picture of the
research population, process and results. Such a multi-dimensional perspective enables
the presentation of a whole; emphasizing experiences, perceptions, values, world views,
rules and regulations, culture and life style, interpersonal and intrapersonal relations.