Please use this identifier to cite or link to this item: https://hdl.handle.net/1822/69613

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dc.contributor.authorFlores, Maria Assunçãopor
dc.date.accessioned2021-01-24T20:56:18Z-
dc.date.available2021-01-24T20:56:18Z-
dc.date.issued2018-
dc.identifier.citationMaria Assunção Flores (2018) Tensions and possibilities in teacher educators’roles and professional development, European Journal of Teacher Education, 41:1, 1-3, DOI: 10.1080/02619768.2018.1402984por
dc.identifier.issn0261-9768-
dc.identifier.urihttps://hdl.handle.net/1822/69613-
dc.description.abstract[Excerpt] This first issue of Volume 41 of EJTE is devoted to a key topic in teacher education: the professional roles and development of teacher educators. As I stressed in my first editorial (Flores 2017) much has been written on teacher education, but less is known about the identity, working contexts and professional learning of teacher educators, despite the growing interest about the topic in the last years. The need to better understand who teacher educators are and what they do, how they understand their roles and their professional development but also how they see themselves as teacher educators has been widely advocated (see, for instance, Izadinia 2014; Livingston 2014; Flores 2016; Czerniawski, MacPhail, and Guberman 2017). Teacher educators’ identity, their pro-fessional learning needs throughout their careers and their working contexts have been seen as key elements that deserve further attention in order to overcome the idea of teacher educators as hidden or unrecognised professionals (Livingston 2014) and to shed light on the invisibility of their work (Flores 2016). The need to make the work of teacher educators more explicit and visible within institutions in order to enhance the status of teacher education in academia has also been highlighted. Issues such as diversity, complexity, multidimensionality (and sometimes ambiguity) have been used to explain the characteristics of teacher educators’ work.[...]por
dc.description.sponsorshipFinancial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562por
dc.language.isoengpor
dc.publisherTaylor & Francis Ltdpor
dc.relationinfo:eu-repo/grantAgreement/FCT/5876/147313/PTpor
dc.rightsopenAccesspor
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/por
dc.titleTensions and possibilities in teacher educators' roles and professional developmentpor
dc.typejournalEditorialpor
dc.peerreviewedyespor
oaire.citationStartPage1por
oaire.citationEndPage3por
oaire.citationIssue1por
oaire.citationVolume41por
dc.date.updated2020-10-01T22:57:25Z-
dc.identifier.eissn1469-5928-
dc.identifier.doi10.1080/02619768.2018.1402984por
dc.subject.fosCiências Sociais::Ciências da Educaçãopor
dc.subject.wosSocial Sciences-
sdum.export.identifier7299-
sdum.journalEuropean Journal of Teacher Educationpor
Appears in Collections:CIEC - Artigos (Papers)

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