Becoming a teacher educator – the motivational factors

Richard Holme (Lead / Corresponding author), Anna Robb, William Berry

Research output: Contribution to journalArticle

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Abstract

This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution (TEI). The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan’s Self-Determination Theory (SDT). The study identified three common, key themes leading to the participants career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within teacher education. The personal development implications for the participants are also considered.
Original languageEnglish
Pages (from-to)340-354
Number of pages15
JournalEuropean Journal of Teacher Education
Volume39
Issue number3
Early online date7 Jun 2016
DOIs
Publication statusPublished - 2016

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career change
educator
teacher
education
self-study
self-determination
university teacher
narrative
methodology

Keywords

  • Teacher Educators
  • Reflective Practice
  • Motivation
  • Early Career Lecturer
  • Scotland

Cite this

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Becoming a teacher educator – the motivational factors. / Holme, Richard (Lead / Corresponding author); Robb, Anna; Berry, William.

In: European Journal of Teacher Education, Vol. 39, No. 3, 2016, p. 340-354.

Research output: Contribution to journalArticle

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