motivation, prior experience and entry requirements

In this paper preliminary findings are presented from exploratory studies in Portugal, Greece and England, within the context of widening participation in higher education. The focus of the enquiry is to investigate the personal and professional identities of adult learners entering or re-entering higher education, to highlight their characteristics and learning needs and identify key factors affecting their entry and progress in education related and other courses. Quantitative and qualitative data are presented and discussed on mature students' prior experience, motivation and application process in two university departments of education and one college of education of a polytechnic institution. Mature women students predominated in all three institutions. All the adult learners were highly motivated to enter or return to higher education and had considerable prior experience, especially in the areas chosen to study. However, the very different application procedures in the three countries, including quotas for mature student entry in Portugal and Greece, led to differing opportunities for adult learners. The writers conclude that considerable progress still needs to be made to improve access for mature entrants to higher education.info:eu-repo/semantics/publishedVersio

THE EFFECT OF TEACHERS’ COLLABORATIVE NETWORKS ON INNOVATIVE SCHOOL CLIMATE AND THEIR INDIVIDUAL INNOVATIVENESS

The main purpose of the study is to investigate the possible effect of school teachers’ collaborative networks on their individual innovativeness and the innovative school climate. In addition, 174 Greek primary school teachers’ views were explored about their collaboration networks (three collaboration types), their perceived individual innovativeness, the possible existence of innovative school climate, and the support they received in order to promote and/or produce new ideas and practices. Results showed that most of the participant school teachers belong to two categories of the five in the individual innovativeness scale, the early adopters and the early majority, although 20% belongs to innovators. Teachers’ collaboration network types affect innovative school climate and their individual innovativeness, but there were not found correlation between innovative school climate and perceived teachers’ innovativeness. However, collaborative networks within school have a higher effect on teachers’ innovativeness, and innovative school climate can be predicted by the network within school and among schools, as well as by the support that school teachers receive. Article visualizations

Landmarks in the professional development of teacher educators in the UK and Greece: living graphs as a methodological tool

This paper will present the use of an innovative research methodology, living graphs, to capture and represent the life experiences and professional development of teacher educators in two universities in the UK and Greece. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. The study compares two European countries, is contextualised within European literature and uses a European theoretical framework. Research questions included: • What are the key landmarks in teacher educators’ professional and academic development? • How effective are living graphs as a methodological tool to illuminate teacher educators’ experiences and development? There is increasing interest internationally in the re-conceptualisation of the role of teacher educators and in particular, their developing research identities (Korthagen et al., 2005; Swennen et al., 2010). Several researchers (e.g. Harrison and McKeon, 2010; Murray, 2008) highlight the dual transition that teacher educators make into university life and lack of induction into new roles. Swennen et al. (2010) identify four main roles or sub-identities which teacher educators may adopt, but these may differ across country contexts. They argue that teacher educators often have to transform themselves in order to take on certain identities, especially the researcher role. The overarching theoretical framework used in the study is socio-cultural learning, in recognition that the specific contexts in which teacher educators work are of vital importance in the process of learning (Lave & Wenger, 1991). Eraut’s (2007) research on contextual and learning factors in the workplace is used to identify key factors affecting teacher educators’ professional learning and differences between contexts. Lave and Wenger's (1991) model of legitimate peripheral participation was useful for studying teacher educators' development over time. Visual research methods are a rapidly developing area of social enquiry and an evolving tool in research (Bagnoli, 2009; Iantaffi, 2011). The use of living graphs as a research method alongside qualitative interviews was adapted from a strategy often used in history teaching (Dawson, undated). A graph was created using a timeline as a horizontal axis, with perceived highs and lows of research identity and professional development as the vertical axis. Participants were asked to map their personal biographies, career landmarks and academic highs and lows, using this graphic format. An embedded case study approach (Cohen et al., 2007; Yin, 2002) was used with purposive sampling to identify six teacher educators in each university. The teacher educators ranged from those in early academic careers to more experienced participants. Narrative analysis was used to examine teacher educators’ own accounts and themes were identified which related to professional/academic identity and development. Interviews were coded and cross-checked across the two universities. The living graphs were analysed alongside the interviews to see if narrative accounts matched or differed, as well as to identify any similar or differing patterns between and within country contexts and in terms of teacher educators’ gender and experience. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings, we drew in particular on Swennen et al.’s (2010) identification of teacher educators’ sub-identities. Living graphs were found to be a rich data source to identify and explore landmarks, positive features and barriers to development. Enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. Questions have arisen about the most effective use of the graphs. This is a useful research tool and we argue that it is particularly suitable for researching teacher educators’ identities, but it needs further clarification and guidelines for use. The study makes a useful contribution to research on visual methodologies. The findings also contribute strongly to the growing body of European and wider international research on teacher educators’ professional development

Landmarks in the professional development of teacher educators in the UK and Greece: living graphs as a methodological tool

This paper will present the use of an innovative research methodology, living graphs, to capture and represent the life experiences and professional development of teacher educators in two universities in the UK and Greece. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. The study compares two European countries, is contextualised within European literature and uses a European theoretical framework. Research questions included: • What are the key landmarks in teacher educators’ professional and academic development? • How effective are living graphs as a methodological tool to illuminate teacher educators’ experiences and development? There is increasing interest internationally in the re-conceptualisation of the role of teacher educators and in particular, their developing research identities (Korthagen et al., 2005; Swennen et al., 2010). Several researchers (e.g. Harrison and McKeon, 2010; Murray, 2008) highlight the dual transition that teacher educators make into university life and lack of induction into new roles. Swennen et al. (2010) identify four main roles or sub-identities which teacher educators may adopt, but these may differ across country contexts. They argue that teacher educators often have to transform themselves in order to take on certain identities, especially the researcher role. The overarching theoretical framework used in the study is socio-cultural learning, in recognition that the specific contexts in which teacher educators work are of vital importance in the process of learning (Lave & Wenger, 1991). Eraut’s (2007) research on contextual and learning factors in the workplace is used to identify key factors affecting teacher educators’ professional learning and differences between contexts. Lave and Wenger's (1991) model of legitimate peripheral participation was useful for studying teacher educators' development over time. Visual research methods are a rapidly developing area of social enquiry and an evolving tool in research (Bagnoli, 2009; Iantaffi, 2011). The use of living graphs as a research method alongside qualitative interviews was adapted from a strategy often used in history teaching (Dawson, undated). A graph was created using a timeline as a horizontal axis, with perceived highs and lows of research identity and professional development as the vertical axis. Participants were asked to map their personal biographies, career landmarks and academic highs and lows, using this graphic format. An embedded case study approach (Cohen et al., 2007; Yin, 2002) was used with purposive sampling to identify six teacher educators in each university. The teacher educators ranged from those in early academic careers to more experienced participants. Narrative analysis was used to examine teacher educators’ own accounts and themes were identified which related to professional/academic identity and development. Interviews were coded and cross-checked across the two universities. The living graphs were analysed alongside the interviews to see if narrative accounts matched or differed, as well as to identify any similar or differing patterns between and within country contexts and in terms of teacher educators’ gender and experience. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings, we drew in particular on Swennen et al.’s (2010) identification of teacher educators’ sub-identities. Living graphs were found to be a rich data source to identify and explore landmarks, positive features and barriers to development. Enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. Questions have arisen about the most effective use of the graphs. This is a useful research tool and we argue that it is particularly suitable for researching teacher educators’ identities, but it needs further clarification and guidelines for use. The study makes a useful contribution to research on visual methodologies. The findings also contribute strongly to the growing body of European and wider international research on teacher educators’ professional development

Representing landmarks in the professional development of teacher educators in the UK and Greece: living graphs as a methodological tool

This paper will present the use of an innovative research methodology, living graphs, to capture and represent the life experiences and professional development of teacher educators in two universities in the UK and Greece. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities. Research questions included: • What are the key landmarks in teacher educators’ professional and academic development? • How effective are living graphs as a methodological tool to illuminate teacher educators’ experiences and development? There is increasing interest internationally in the re-conceptualisation of the role of teacher educators and in particular, their developing research identities (Korthagen et al., 2005; Swennen et al., 2010). Several researchers (e.g. Harrison and McKeon, 2010; Murray, 2008) highlight the dual transition that teacher educators make into university life and lack of induction into new roles. Swennen et al. (2010) identify four main roles or sub-identities which teacher educators may adopt, but these may differ across country contexts. They argue that teacher educators often have to transform themselves in order to take on certain identities, especially the researcher role. The overarching theoretical framework used in the study is socio-cultural learning, in recognition that the specific contexts in which teacher educators work are of vital importance in the process of learning (Lave & Wenger, 1991). Eraut’s (2007) research on contextual and learning factors in the workplace is used to identify key factors affecting teacher educators’ professional learning and differences between contexts. Lave and Wenger's (1991) model of legitimate peripheral participation was useful for studying teacher educators' development over time. Visual research methods are a rapidly developing area of social enquiry and an evolving visual culture in research (Bagnoli, 2009; Iantaffi, 2011). The use of living graphs as a research method alongside qualitative interviews was adapted from a strategy often used in history teaching (Dawson, undated). A graph was created using a timeline as a horizontal axis and perceived highs and lows of research identity and professional development as the vertical axis. Participants were asked to map their personal biographies, academic and research highs and lows, career landmarks and barriers and successes using this graphic format. An embedded case study approach (Cohen et al., 2007; Yin, 2002) was used with purposive sampling to identify six mid-career teacher educators in each university. The teacher educators ranged from those in early academic careers to more experienced, and included male and female participants. Narrative analysis was used to examine teacher educators’ own accounts of these perspectives and themes were identified which related to professional/academic identity and development. Interviews were coded and cross-checked across the two universities. The living graphs were analysed alongside the interviews to see if narrative accounts matched or differed. They were also analysed in their own right to identify any similar or differing patterns between and within country contexts and in terms of teacher educators’ gender and experience. Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied. Teacher educators who were further on in their careers saw research development as transformative personally as well as academically. In analysing the findings, we drew in particular on Swennen et al.’s (2010) identification of teacher educators’ sub-identities. Living graphs were found to be a rich data source to identify and explore landmarks, positive features and barriers to development. Enhanced verbal input resulted from using graphics to represent highs and lows of experience, including the visual representation of emotion. Questions have arisen about the most effective use of the graphs. This is a useful research tool and we argue that it is particularly suitable for researching teacher educators’ identities, but it needs further clarification and guidelines for use. The study makes a useful contribution to research on visual methodologies. The findings also contribute strongly to the growing body of international research on teacher educators’ professional development

Adult learners and entry to higher education: motivation, prior experience and entry requirements

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Teacher educators\u27 experiences and expressions of emotion during the pandemic: International perspectives

Teacher educators\u27 emotions are shaped by the fluctuating conditions of their work and variable interactions with students and colleagues. Many studies report on emotions in classrooms and teachers\u27 regulation of emotion, yet there is limited research on emotion in teacher education. This chapter focuses on emotions that teacher educators from diverse contexts encountered during the Covid-19 pandemic. Data were written responses and interviews from teacher educators from 29 countries. Coding included identifying explicit and implicit emotion, the mood of the narrative/interview, and categorizing by theme. A shared excel sheet was used for comparison, which generated emergent themes. Interrater reliability was established using 7 data sets; the remaining were individually coded following the same procedure, then discussed. Common emotional experiences were expressed across all countries, save 3, despite the different people and cultures. Although not representative of the entire country, in general, seven themes emerged, which are: (1) feeling sorrow (2) feelings of optimism, (3) concern for future of teaching, (4) concerns for student mental and professional well-being, (5) fulfilment with ethic of care in higher education, (6) concerns over inequity, and (7) efforts in resilience. Viewed as a whole, the future of teacher education is made apparent. Despite the divergent contexts, the state of concern and goals are similar. Such insight can provide guidance for supporting teacher educators\u27 careers, well-being, and professional development

Mature student experiences in teacher education: widening participation in Greece and England

In the context of the growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the student teachers, while peer and family support were vital success factors. In the English context, the importance of institutional support from university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which had a particular impact on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion