The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity
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| Title: | The Impact of the Initial Teacher Education Reaccreditation Process on Teacher Educator Identity |
|---|---|
| Language: | English |
| Authors: | Karan Vickers-Hulse (ORCID |
| Source: | British Journal of Educational Studies. 2024 72(5):645-662. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Professional Identity, Teacher Educators, Foreign Countries, Accreditation (Institutions), Educational Policy, Educational Change, Teacher Education Programs, Administrator Attitudes, Teacher Attitudes, College Faculty, Educational Quality |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/00071005.2024.2376138 |
| ISSN: | 0007-1005 1467-8527 |
| Abstract: | This article reports initial findings from a research project that focused on the impact of the reaccreditation process and its outcomes on teacher educators in four institutions in England where Qualified Teacher Status accreditation was removed, despite leading successful programmes as detailed in Ofsted inspections and National Student Survey data. Whilst the outcomes of the reaccreditation process were mentioned in the mainstream press, the impact of this policy on teacher educators had only been reported anecdotally. This research fills a research gap to document impact on teacher educator identity and provides an evidence base to inform teacher education policy debates. Data were gathered through focus groups using a triad collaborative enquiry approach, based on the lesson study model, where researchers took on different roles: clarifier, observer, and questioner. This method formed part of a constructed focus group and built on a process of semi-structured and unstructured creative tasks. Initial findings identified the shifting context university educators perceived in relation to policy constraints, including a greater top-down, centralisation that negated the opportunity for teacher educators to provide a contextualised, evidence informed approach to teacher preparation. This contributed to the impact of the reaccreditation process on teacher educators' professional identity, self-efficacy and agency. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444930 |
| Database: | ERIC |
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