This project focuses on participants in the Pg Certificate in Supporting Teacher Learning. It examines their motivations for undertaking such study at masters level, their previous learning experiences in this area, the extent to which their current roles involve supporting colleagues' earning, and the extent to which they perceive themselves as 'teacher educators'.
The policy agenda with its focus on Masters level learning and on enhancing the role of teachers as teacher educators has had a significant influence on course participants' motivation to study at Masters level. Those currently working in schools are able to identify the teacher education that they carry out in practice, but do not view themselves as 'teacher educators'. Those working in HE contexts are more likely to see themselves as teacher educators, suggesting that institutional role labels are powerful influences in shaping teacher educator identity.
|Effective start/end date||1/01/14 → 31/12/14|
- Teacher educator identity; Masters level learning