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Crawley, J (2014)
Languages: English
Types: Doctoral thesis
Subjects: L1, LB, LB1603

Classified by OpenAIRE into

This research explored the professional situation of teacher educators in the Lifelong Learning Sector (LLS), and how a deeper understanding of their professional situation could enhance their future support, professional development and working context. The research followed a mixed methods methodology, and six research phases took place including focus groups, a literature review, and an evaluation of a CPD programme. The largest online survey of this particular group to date was also carried out and 161 teacher educators participated in that survey. The results of the research provided rich insights into their values, experiences, particularly challenging working context and support needs. The knowledge resulting from the research included recognition of the multiplicity and complexity of the role and how LLS teacher educators manage it. The multiplicity and complexity was characterised as the ‘more than a teacher’ quality, and teacher education professionals as ‘triple professionals’ or ‘multiple professionals’. The research developed a new model of professionalism, the ‘connected professional’, and embedded this in the theoretical framework for teacher education entitled ‘The Teacher Education Professional as Connecting Professional (TEPACP)’ framework. Recommendations arising from the findings include adopting the model of the Connected Professional and TEPACP theoretical framework proposed by the evidence from the research together with action to assist LLS Teacher Educators to progress towards a more confident professional identity. The research significantly extends the understanding of the characteristics and beliefs of this under-researched professional community.
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    • 187 Table 23 - Example 5 - FG2 - SW Regional Teacher Education Forum event.
    • 188 Table 24 - Example 6 - FG2 - SW Regional Teacher Education Forum event 188-9 Table 25 - Example 7 - comments from FG3
    • 190 Table 26 - Example 8 - FG3 - Professional conversation entitled 'if only teacher educators had more power'
    • 191 Table 27 - TEPACP Matrix for Phase 2 - FG1 to FG3
    • 192 Table 28 - Comments on TEd support from FG1 to FG3 195 Table 29 - Changes made to questionnaire resulting from Cycle 2 FG1 to FG3 197-8 Table 30 - Further details of research reach summary 199-200 Table 31 - Gender, ethnicity and age (Q 1 - 4) 203 Table 32 - your region (Q 5) 203 Table 33 - Centre for Excellence in Teacher Training (CETT) regions (Q 6)
    • 205 Table 34 - Length of time teaching and length of time as a teacher educator (Qs 8 and 9)
    • 206 Table 35 - Percentage of time involved in teacher education, teaching or supporting (Qs 10 -12) 208-9 Table 36 - Other activities than teacher education by category (Q13) 209-10 Table 37 - Organisation worked in as a teacher educator (Q 14)
    • 211 Table 38 - Open question - Other provider worked in (Q 15)
    • 212 Table 39 - The ITE programmes you work on (Q 16) 213-14 Table 40 - Open question - other programmes worked on (Q 17) 214-15 Table 41 - TEPACP Matrix for Phase 3 (Q1 - Q17) 216-17 Table 42 - Essential characteristics of a good teacher educator (Q 18) 219-21 Table 43 - Other Characteristics in categories (Q 19) 221-2 Table 44 - TEPACP Matrix for Phase 3 (Q18 - Q19) 224 Table 45 - Subject knowledge of a good teacher educator (Q 20) 226 Table 46 - Other subject knowledge comments made to Q 21 Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Procter, R. and Wall, K. (2009) Researchand teacher education in the UK: Building capacity. Teaching and Teacher Education, 25(7), 944-950. Willemse, M.,; Lunenberg, M.; Korthagen, F. (2008) Journal of Moral Education. Dec2008, Vol. 37 Issue 4, p445-466. 22p.
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