The complexities and challenges of be(com)ing a teacher and a teacher educator

Much has been written about the process of be(com)ing a teacher. Issues such as the professional socialisation of new teachers, the need for support and guidance, mentoring and induction, the formation of teacher identity and opportunities to learn in the workplace have been addressed. Existing literature points to the complex and ongoing nature of the process of becoming a teacher, which relates not only to issues pertaining to the content and form of teacher education programmes, but also to motivational, contextual and professional aspects (Flores 2006; Feiman- Nemser 2012). Less is known, however, about the process of be(com)ing a teacher-educator, particularly as far as his/her education and opportunities for continuing professional development (CPD) are concerned, as well as his/her professional identities, despite the growing interest in the topic in recent years (Vanassche and Kelchtermans 2014; Izadinia 2014; Lunenberg, Dengerink, and Korthagen 2014).CIEC – Research Centre on Child Studies, IE, UMinho (FCT R&D unit 317), PortugalNational Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the Competitiveness and Internationalization Operational Program (POCI) through CIEC (Research Centre on Child Studies, of the University of Minho) with the reference POCI-01-0145-FEDER-007562info:eu-repo/semantics/publishedVersio

Accountability and responsibility: 'Rogue' school leaders and the induction of new teachers in England

This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as ‘habitats’ for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional responsibility and public accountability are used to analyse the small number of ‘rogue’ school leaders who, within the new legislative framework, treat new teachers unprofessionally and waste public resources. A typology of ‘rogue’ schools that are in some way deviant in transgressing induction requirements is developed and the various sanctions that can be deployed against such schools are examined. How LEAs handle their monitoring and accountability role and manage deviant schools is considered. Finally, suggestions are made for improvements, such as the need to clarify professional responsibility and refine systems of professional accountability

Conceptual learning : the priority for higher education

The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education

From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice

The five authors of this article designed a multicase study to follow recent graduates of an elementary preservice teacher education program into their beginning teaching placements and explore the ways in which they enacted social justice curricula. The authors highlight the stories of three beginning teachers, honoring the plurality of their conceptions of social justice teaching and the resiliency they exhibited in translating social justice ideals into viable pedagogy. They also discuss the struggles the teachers faced when enacting social justice curricula and the tenuous connection they perceived between their conceptions and their practices. The authors emphasize that such struggles are inevitable and end the article with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice