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Teacher educators in Iceland personal view

Teacher educators in Iceland personal view. Anna Kristín Sigurðardóttir. Teacher education in Iceland – after 2011. Who are the teacher educators?. Faculty of teacher education in University of Iceland. Note: the specialisation is not always so clear.

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Teacher educators in Iceland personal view

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  1. Teacher educators in Icelandpersonal view Anna Kristín Sigurðardóttir

  2. Teacher education in Iceland – after 2011

  3. Who are the teacher educators?

  4. Faculty of teacher education in University of Iceland Note: the specialisation is not always so clear. Teachers in other faculties teach in TE programme (not included here).

  5. How did they became teachers educators? • School teachers part time teachers in TE M.Ed / PhD full time teacher educators. • University degree (MA/ MS / PhD) in subject, psychology, sociology educational research (or not) full time teacher educators. More important: Do they see themselves as teaches educators?

  6. Official requirement: master / PhD degree in the field, capable of doing independent research For academic progress: Evaluated by a committee for lector – associate professor – or a professor, mainly based on publications. Three main roles: Teaching (48%) – research (40%) – administration (12%)

  7. My personal storyan example Before entering university: • Classroom teacher • Educational consultant in spec.ed. • Head of primary and lower secondary schools in Reykjavík (adminastrative role in school development, curriculum development) • Education: B.Ed / BA in spec.ed./ M.Ed in spec. ed (classroom management), PhD (educational management / school development)

  8. After entering university • Recruited as an academic leader (2007) based on IUE rules – and elected as a head of faculty Not appropriate according to new rules. • Applied for a teaching position and appointed as a lector (2010) - start from the beginning! • How do I learn to be a teacher educator?

  9. Some key competences and professional development personal view TE involved in professional identity • Teaching skills – role model • Able to discuss educational issues with students, colleagues, teachers, stakeholders, educational authorities. • Capable of and interested in conducting educational research. Professional development: Through educational research and collaborative, developmental projects with schools.

  10. Some dilemmas • Does teacher educator exists as a profession? • Who have or should have a leading role in the development of TE programme? • Is there a place for practicing school teachers in TE? • Is english or history as a teaching subject different from english or history as an academic field? • What are educational research? • What are teachers educators accountable for?

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