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022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aLoughran, John _eauthor
245	1	0	_aProfessionally developing as a teacher educator/ _ccreated by John Loughran
264	1		_aThousand Oaks : _bSage, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 65, number 4
520	3		_aThere is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators’ professional development might be better understood and interpreted.
650			_aProfessional development _vTransformative learning _xTeacher educatiion preparation
856			_uhttps://doi.org/10.1177/0022487114533386
942			_2lcc _cJA
999			_c167395 _d167395