Who are university-based teacher educators? Voices from China
Datos Bibliográficos
| ID | 21496563 |
|---|---|
| Autores | Jingjing Liang (0009-0001-7905-5690, University of Auckland, autor de correspondencia), Errong Guo (Beijing Sport University), Fiona Ell (0000-0003-1926-7031, University of Auckland), Rui Yuan (0000-0002-6603-6423, University of Macau) |
| Año | 2025 |
| Páginas | 1-20 |
| Fecha de publicación | 2025-10-25 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | European Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2025.2571924 |
| OpenAlex | W4415547950 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 35 |
This study provides a Chinese perspective on how university-based teacher educators (UBTEs) in initial teacher education (ITE) and their work are conceptualised, using national and institutional written texts. Content analysis was conducted on 36 relevant national policy documents from the past 20 years and 138 institutional recruitment advertisements from 49 normal universities in China. This study finds a tension between national expectations to be ‘all-rounders’ and institutional expectations to be active researchers. Implications for teacher education research, policies, organisational recruiting and retention practices, and UBTE professional development are proposed
China · Higher education · Narrative · Qualitative research · Teacher education · Teaching method · Global Education and Multiculturalism · Global Educational Reforms and Inequalities · Teacher Education and Leadership Studies
Making teacher educators’ experiences visible
Understanding the professional identity of university-based teacher educators
Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures
Questions of ‘teacher quality’
Professionalism and teacher education in Australia and England
Who do they think they are? Professional identity of Chinese university-based teacher educators
Research on teacher educators’ teacher identities
Tesol teacher educators in higher education
The teacher educator’s perceptions of professional agency – a paradox of enabling and hindering digital professional development in higher education”
Teacher educators' professionalism in practice
Do teachers’ years of experience make a difference in the quality of teaching
Becoming a teacher educator
Institutional conceptualisations of teacher education as academic work in England
Academic work and proletarianisation
Content Analysis
The contribution of Teacher education to universities
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Professionally Developing as a Teacher Educator
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |