Professional Pathways for Teacher Educators in Further Education practice: a framework to support professional learning.
type: CreativeWork
description: This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual learning journeys supported by principles and research-based recommendations within a recognised framework of underpinning factors. The theoretical framework for the project is interpretative, based on transformative learning (Cranton, 1994, 2002; ; Mezirow, 1997) with a constructivist epistemology and reflexive ontology (Door, 2014). It builds on previous research (Exley & Ovenden-Hope, 2013) using new data to develop initial ideas through a methodology of creative praxis, representing practices and approaches where reflexive, innovative thinking and impact on the world are equally important. The intention is to arrive at a robust, flexible and well-considered framework designed to support the professional formation and development of prospective, new or experienced teacher educators practicing in the Further Education sector.
abstract: This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual learning journeys supported by principles and research-based recommendations within a recognised framework of underpinning factors. The theoretical framework for the project is interpretative, based on transformative learning (Cranton, 1994, 2002; ; Mezirow, 1997) with a constructivist epistemology and reflexive ontology (Door, 2014). It builds on previous research (Exley & Ovenden-Hope, 2013) using new data to develop initial ideas through a methodology of creative praxis, representing practices and approaches where reflexive, innovative thinking and impact on the world are equally important. The intention is to arrive at a robust, flexible and well-considered framework designed to support the professional formation and development of prospective, new or experienced teacher educators practicing in the Further Education sector.
author: Webster, Susan
language: eng
keywords: Teacher educators, Professional learning, Post-compulsory education, Professional pathways, Further education, Teacher education
date published: 2018-01-01T08:00:00Z
date modified: 2026-07-24T03:50:10Z
provider: University of Plymouth
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Plymouth