Research Article
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STEM Teacher Educators’ Professional Practices and Challenges: A Cross-National Comparison

Year 2021, Volume: 10 Issue: 2, 201 - 226, 31.08.2021

Abstract

Professional growth of STEM teacher educators remains an underdeveloped topic in educational research. In the current study, STEM teacher educators representing six countries: Argentina, Brazil, Chile, Colombia, Mexico, and USA completed a survey, which addressed teacher educators’ professional trajectories, practices, and challenges they face to meet tenure requirements. This study utilized convergent mixed methods design applying survey research format and as such integrated both quantitative and qualitative data collection and analysis. Descriptive statistics and meaning coding of the survey and interviews allowed identification of emerging themes in professional practices. The main findings suggest that there are common trends as well as country specific professional practices across professional trajectories reported by participants. The study results reveal that the lack of support during the teacher-to-teacher educator transition period was a common feature across the countries. It was also evident among participants that their professional journey begins with an assumption that as teacher educators they should primarily excel in performing teaching tasks.

Supporting Institution

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES)/PIA-CONICYT Basal Funds for Centers of Excellence Project

Project Number

001/FB0003

References

  • Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(1), 77-93.
  • Alexandersson, M. (2016). Pedagogik För Högskolelärare. [Pedagogy for Lecturers]. Ed. T. Hansson. Möklinta: Gidlunds Förlag.
  • Alreck, P.I. & Settle, R.B. (2004). The Survey Research Handbook (3rd Edition). McGraw-Hill. Boston.
  • Berry, A., & Van Driel, J. H. (2013). Teaching about teaching science: Aims, strategies, and backgrounds of science teacher educators. Journal of Teacher Education, 64(2), 117-128.
  • Boyd, P., Harris, K., & Murray, J. (2011). Becoming a Teacher Educator: Guidelines for the Induction. York: The Higher Education Academy.
  • Ciocca, D.R., & Delgado, G. (2017). The reality of scientific research in Latin America: An insider’s perspective. Cell Stress and Chaperones 22, 847–852.
  • Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and teacher education, 19(1), 5-28.
  • Cornejo, J. (2007). La formación de los formadores de profesores: ¿Para cuándo en Chile? [Teaching teacher educators: when in Chile?]. Revista Pensamiento Educativo, 41 (2), 37–55.
  • Cranton, P. (2006). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 2006(109), 5-13.
  • Czerniawski, G., Guberman, A., & MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis. European Journal of Teacher Education, 40(1), 127-140.
  • Czerniawski, G. (2018). Teacher Educators in the Twenty-First Century. Identity, Knowledge and Research. UK: Critical Publishing Ltd.
  • Erichsen, E. (2009). Reinventing selves: International students’ conceptions of self and learning for transformation (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (AAT 338757)
  • Gay, L.R., Mills, G. E., Airasian, P. (2009). Educational Research: Competencies for Analysis and Applications (9th Edition). Pearson, Upper Saddle, New Jersey.
  • Griffiths, V., Thompson, S., & Hryniewicz, L. (2014). Landmarks in the professional and academic development of mid-career teacher educators. European Journal of Teacher Education, 37 (1): 74–90.
  • Hargreaves, A. (1994). Changing Teachers, Changing Times. London: Cassell
  • Kelchtermans, G., K. Smith, & R. Vanderlinde. (2017). Towards an ‘International Forum for Teacher Educator Development’: An agenda for research and action. European Journal of Teacher Education, 41 (1): 120–134.
  • Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120-134.
  • Kitchen, J. (2005). Looking backward, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education, 1: 17–30.
  • Koster, B. & Dengerink, J. (2001). Towards a professional standard for Dutch teacher educators, European Journal of Teacher Education, 24(3), pp. 343–355.
  • Kung, H. (2007). Dancing on the edge: International students’ transformative journeys in the United States of America (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (AAT 3271223).
  • Kvale, S. & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage Publications, Inc. Los Angeles, California. Livingston, K. (2014). Teacher educators: Hidden professionals. European Journal of Education 49: 218–232.
  • MacPhail, A., M. Ulvik, A. Guberman, G. Czerniawski, H. Oolbekkink-Marchand, & Y. Bain. (2018). The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education, 1–14.
  • Malm, B. (2020). On the complexities of educating student teachers: Teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching, 1-14.
  • Merrian, S. (2004). The role of cognitive development in Mezirow’s transformational learning theory. Adult Education Quarterly, 55, 60-68.
  • Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.
  • Montenegro Maggio, H. (2016). The professional path to become a teacher educator: the experience of Chilean teacher educators. Professional Development in Education, 42(4), 527-546.
  • Moseley, C., & Norris D. (1999). Preservice teachers’ view of scientists. Science and Children 37, 50–53.
  • Murray, J., Czerniawski, G., & Barber, P. (2013). Teacher educators’ identities and work in England at the beginning of the second decade of the Twenty-First Century. In Academic Work and Identities in Teacher Education, edited by J. Murray and C. Kosnik. London: Routledge.
  • Murray, J. (2014). Teacher educators’ constructions of professionalism: A case study. Asia-Pacific Journal of Teacher Education, 42 (1): 7–21. Ontario College of Teachers, (2012). Foundations of professional practice. Retrieved from www.oct.ca
  • Orland-Barak, L. (2005). Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education 56, 355–366.
  • Ritz, A. (2006). Transformative learning and international students in an American university (Doctoral dissertation). Available from ProQuest Dissertations and These databases. (AAT 3225190).
  • Ritz, A. (2010). International students and transformative learning in a multicultural formal educational context. Educational Forum, 74, 158-166.
  • Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
  • Smith, K. (2003). So, what about the professional development of teacher educators? European journal of Teacher Education, 26(2), 201-215.
  • Smith, K. (2015). Mentoring: A Profession within a Profession. In Mentoring for Learning: Climbing the Mountain, edited by Harm Tillema, Gert J. Van Westhuisen, and Kari Smith, 283–298. Dordrecht: Sense Publishers.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage publications.
  • Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning trajectory based instruction: Toward a theory of teaching. Educational researcher, 41(5), 147-156.
  • Taylor, E. W. (2017). Transformative learning theory. In Transformative learning meets bildung (pp. 17-29). Brill Sense.
  • Tinsley, H. & Weiss, D. (1975). Interrater reliability and agreement of subjective judgment. Journal of Counselling Psychology, 22(4), 358-376.
  • Van der Klink, M., Q. Kools, G. Avissar, S. White, & T. Sakata. (2017). Development of Teacher Educators: What Do They Do? Findings from an Explorative International Study. Professional Development in Education 43 (2): 163–178.
  • Vanassche, E., F. Rust, P. F., Conway, K., Smith, H., & Vanderlinde, R. (2015). InFo-TED: Bringing policy, research and practice together around teacher educator development. In Advances in Research on Teaching, edited by C. J. Craig and l. Orland-Barak, 341–364. London: Emerald.
  • Van Velzen, C. M., van der Klink, A., Swennen, A., & Yaffe, E. (2010). The Induction and needs of beginning teacher educators. Professional Development in Education, 36 (1-2): 61–75.
Year 2021, Volume: 10 Issue: 2, 201 - 226, 31.08.2021

Abstract

Project Number

001/FB0003

References

  • Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(1), 77-93.
  • Alexandersson, M. (2016). Pedagogik För Högskolelärare. [Pedagogy for Lecturers]. Ed. T. Hansson. Möklinta: Gidlunds Förlag.
  • Alreck, P.I. & Settle, R.B. (2004). The Survey Research Handbook (3rd Edition). McGraw-Hill. Boston.
  • Berry, A., & Van Driel, J. H. (2013). Teaching about teaching science: Aims, strategies, and backgrounds of science teacher educators. Journal of Teacher Education, 64(2), 117-128.
  • Boyd, P., Harris, K., & Murray, J. (2011). Becoming a Teacher Educator: Guidelines for the Induction. York: The Higher Education Academy.
  • Ciocca, D.R., & Delgado, G. (2017). The reality of scientific research in Latin America: An insider’s perspective. Cell Stress and Chaperones 22, 847–852.
  • Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and teacher education, 19(1), 5-28.
  • Cornejo, J. (2007). La formación de los formadores de profesores: ¿Para cuándo en Chile? [Teaching teacher educators: when in Chile?]. Revista Pensamiento Educativo, 41 (2), 37–55.
  • Cranton, P. (2006). Fostering authentic relationships in the transformative classroom. New Directions for Adult and Continuing Education, 2006(109), 5-13.
  • Czerniawski, G., Guberman, A., & MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis. European Journal of Teacher Education, 40(1), 127-140.
  • Czerniawski, G. (2018). Teacher Educators in the Twenty-First Century. Identity, Knowledge and Research. UK: Critical Publishing Ltd.
  • Erichsen, E. (2009). Reinventing selves: International students’ conceptions of self and learning for transformation (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (AAT 338757)
  • Gay, L.R., Mills, G. E., Airasian, P. (2009). Educational Research: Competencies for Analysis and Applications (9th Edition). Pearson, Upper Saddle, New Jersey.
  • Griffiths, V., Thompson, S., & Hryniewicz, L. (2014). Landmarks in the professional and academic development of mid-career teacher educators. European Journal of Teacher Education, 37 (1): 74–90.
  • Hargreaves, A. (1994). Changing Teachers, Changing Times. London: Cassell
  • Kelchtermans, G., K. Smith, & R. Vanderlinde. (2017). Towards an ‘International Forum for Teacher Educator Development’: An agenda for research and action. European Journal of Teacher Education, 41 (1): 120–134.
  • Kelchtermans, G., Smith, K., & Vanderlinde, R. (2018). Towards an ‘international forum for teacher educator development’: An agenda for research and action. European Journal of Teacher Education, 41(1), 120-134.
  • Kitchen, J. (2005). Looking backward, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education, 1: 17–30.
  • Koster, B. & Dengerink, J. (2001). Towards a professional standard for Dutch teacher educators, European Journal of Teacher Education, 24(3), pp. 343–355.
  • Kung, H. (2007). Dancing on the edge: International students’ transformative journeys in the United States of America (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (AAT 3271223).
  • Kvale, S. & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. Sage Publications, Inc. Los Angeles, California. Livingston, K. (2014). Teacher educators: Hidden professionals. European Journal of Education 49: 218–232.
  • MacPhail, A., M. Ulvik, A. Guberman, G. Czerniawski, H. Oolbekkink-Marchand, & Y. Bain. (2018). The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education, 1–14.
  • Malm, B. (2020). On the complexities of educating student teachers: Teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching, 1-14.
  • Merrian, S. (2004). The role of cognitive development in Mezirow’s transformational learning theory. Adult Education Quarterly, 55, 60-68.
  • Mezirow, J. (2018). Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge.
  • Montenegro Maggio, H. (2016). The professional path to become a teacher educator: the experience of Chilean teacher educators. Professional Development in Education, 42(4), 527-546.
  • Moseley, C., & Norris D. (1999). Preservice teachers’ view of scientists. Science and Children 37, 50–53.
  • Murray, J., Czerniawski, G., & Barber, P. (2013). Teacher educators’ identities and work in England at the beginning of the second decade of the Twenty-First Century. In Academic Work and Identities in Teacher Education, edited by J. Murray and C. Kosnik. London: Routledge.
  • Murray, J. (2014). Teacher educators’ constructions of professionalism: A case study. Asia-Pacific Journal of Teacher Education, 42 (1): 7–21. Ontario College of Teachers, (2012). Foundations of professional practice. Retrieved from www.oct.ca
  • Orland-Barak, L. (2005). Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education 56, 355–366.
  • Ritz, A. (2006). Transformative learning and international students in an American university (Doctoral dissertation). Available from ProQuest Dissertations and These databases. (AAT 3225190).
  • Ritz, A. (2010). International students and transformative learning in a multicultural formal educational context. Educational Forum, 74, 158-166.
  • Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
  • Smith, K. (2003). So, what about the professional development of teacher educators? European journal of Teacher Education, 26(2), 201-215.
  • Smith, K. (2015). Mentoring: A Profession within a Profession. In Mentoring for Learning: Climbing the Mountain, edited by Harm Tillema, Gert J. Van Westhuisen, and Kari Smith, 283–298. Dordrecht: Sense Publishers.
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research. Sage publications.
  • Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning trajectory based instruction: Toward a theory of teaching. Educational researcher, 41(5), 147-156.
  • Taylor, E. W. (2017). Transformative learning theory. In Transformative learning meets bildung (pp. 17-29). Brill Sense.
  • Tinsley, H. & Weiss, D. (1975). Interrater reliability and agreement of subjective judgment. Journal of Counselling Psychology, 22(4), 358-376.
  • Van der Klink, M., Q. Kools, G. Avissar, S. White, & T. Sakata. (2017). Development of Teacher Educators: What Do They Do? Findings from an Explorative International Study. Professional Development in Education 43 (2): 163–178.
  • Vanassche, E., F. Rust, P. F., Conway, K., Smith, H., & Vanderlinde, R. (2015). InFo-TED: Bringing policy, research and practice together around teacher educator development. In Advances in Research on Teaching, edited by C. J. Craig and l. Orland-Barak, 341–364. London: Emerald.
  • Van Velzen, C. M., van der Klink, A., Swennen, A., & Yaffe, E. (2010). The Induction and needs of beginning teacher educators. Professional Development in Education, 36 (1-2): 61–75.
There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

William Medina Jerez 0000-0002-1979-2808

Mourat Tchoshanov This is me 0000-0002-2852-4311

Ruby Lynch This is me 0000-0003-1377-1667

Cristina Iturralde This is me 0000-0002-9705-1888

Laisa Freire This is me 0000-0002-4573-0969

Maria Cruz This is me 0000-0001-6446-5235

Valentina Giaconi This is me 0000-0002-5166-5673

Farzaneh Saadati This is me 0000-0003-2362-2075

Adriana Bertelle This is me 0000-0002-0729-3526

Adriana Rocha This is me 0000-0001-5453-9448

Ana Fuhr This is me 0000-0003-3793-0028

Adela Molina Andrade 0000-0002-6802-5533

Project Number 001/FB0003
Publication Date August 31, 2021
Published in Issue Year 2021 Volume: 10 Issue: 2

Cite

APA Medina Jerez, W., Tchoshanov, M., Lynch, R., Iturralde, C., et al. (2021). STEM Teacher Educators’ Professional Practices and Challenges: A Cross-National Comparison. Journal of Teacher Education and Educators, 10(2), 201-226.