Book chapter 2025

Growing Connections for the Future of a Connected Profession

Post Compulsory Teacher Educators: Connecting Professionals
Journal · pp. 59-66
Abstract

What have we learned about post compulsory teacher education and teacher educators (TEds)? © 2016 Jim Crawley, Carol Azumah Dennis, Vicky Duckworth, Rebecca Eliahoo, Lynn Machin, Kevin Orr, Denise Robinson and Nena Skrbic. All rights reserved.

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Author Affiliations
Bath Spa University, Bath, Somerset, United Kingdom
Funding & Acknowledgements
No funding information
References 10 References
1 Education, (2011)
2 Erixon-Arreman, Inger, Gender, research and change in teacher education: A Swedish dimension, Gender and Education, 19, 3, pp. 317-337, (2007)
3 Politics and Policy Making in Education Explorations in Policy Sociology, (1990)
4 Looking Back and Moving Forward Reflecting on Our Practice as Teacher Educators, (2009)
5 Professional Knowledge and Skills Required by New Teacher Educators in the Learning and Skills Sector, (2009)
6 Asia Pacific Journal of Teacher Education, (2004)
7 Just Suppose Teaching and Learning Became the First Priority, (2008)
8 South West Centre for Excellence in Teacher Training Swcett Sharing Innovation in Teacher Education Site Project Report, (2012)
9 Crawley, Jim, Endless patience and a strong belief in what makes a good teacher': Teacher educators in post-compulsory education in England and their professional situation, Research in Post-Compulsory Education, 18, 4, pp. 336-347, (2013)
10 How can A Deeper Understanding of the Professional Situation of Lls Teacher Educators Enhance their Future Support Professional Development and Working Context, (2014)
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