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- Publisher Website: 10.1080/13664530.2013.813766
- Scopus: eid_2-s2.0-84883541475
- WOS: WOS:000213141800004
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Article: Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers
| Title | Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers |
|---|---|
| Authors | |
| Keywords | knowledge domains for teaching quality teaching Teacher educators teacher educator preparation teacher educator knowledge |
| Issue Date | 2013 |
| Citation | Teacher Development, 2013, v. 17, n. 3, p. 334-346 How to Cite? |
| Abstract | Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in important ways. © 2013 Teacher Development. |
| Persistent Identifier | http://hdl.handle.net/10722/249721 |
| ISSN | 2023 Impact Factor: 0.8 2023 SCImago Journal Rankings: 0.465 |
| ISI Accession Number ID |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Goodwin, A. Lin | - |
| dc.contributor.author | Kosnik, Clare | - |
| dc.date.accessioned | 2017-11-28T02:13:05Z | - |
| dc.date.available | 2017-11-28T02:13:05Z | - |
| dc.date.issued | 2013 | - |
| dc.identifier.citation | Teacher Development, 2013, v. 17, n. 3, p. 334-346 | - |
| dc.identifier.issn | 1366-4530 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/249721 | - |
| dc.description.abstract | Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching shares much in common with the work of teacher education, the two positions are significantly divergent in important ways. © 2013 Teacher Development. | - |
| dc.language | eng | - |
| dc.relation.ispartof | Teacher Development | - |
| dc.subject | knowledge domains for teaching | - |
| dc.subject | quality teaching | - |
| dc.subject | Teacher educators | - |
| dc.subject | teacher educator preparation | - |
| dc.subject | teacher educator knowledge | - |
| dc.title | Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers | - |
| dc.type | Article | - |
| dc.description.nature | link_to_subscribed_fulltext | - |
| dc.identifier.doi | 10.1080/13664530.2013.813766 | - |
| dc.identifier.scopus | eid_2-s2.0-84883541475 | - |
| dc.identifier.volume | 17 | - |
| dc.identifier.issue | 3 | - |
| dc.identifier.spage | 334 | - |
| dc.identifier.epage | 346 | - |
| dc.identifier.eissn | 1747-5120 | - |
| dc.identifier.isi | WOS:000213141800004 | - |
| dc.identifier.issnl | 1366-4530 | - |