Fiona Ell
Biographic Data
| ID | 5400141 |
|---|---|
| NAME | Fiona Ell |
| GIVEN NAMES | Fiona |
| FAMILY NAME | Ell |
| SIGNATURE | ELL F |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-1926-7031 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 54 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Who are university-based teacher educators? Voices from China
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 t…
Developing research literacy in teacher education
In many jurisdictions, teacher quality is seen as key to system improvement. One approach to improving teacher quality is to include research activities in teacher preparation. Yet, little is known about how conducting research might improve teacher quality. Research literacy, defined as both knowing enough about research to understand and critique findings and being able to take a research approach to teaching, can be used to consider how resear…
Understanding the professional identity of university-based teacher educators
Who do they think they are? Professional identity of Chinese university-based teacher educators
University-based teacher educators (UBTEs) are critical to teacher education quality. Studies have mainly explored the professional identity of UBTEs who were previously schoolteachers, whereas less is known about those who followed academic pathways. This study examines how UBTEs perceive their identities in the Chinese context, where academic pathways are common. Semi-structured interviews were conducted with 34 purposively sampled participants…
Researcher or teacher-of-teachers
University-based teacher educators' (UBTEs) identities impact their work, engagement, and professional development. While a deeper understanding of UBTE identity is emerging, how UBTEs value and reconcile different elements of professional identity is under-researched. This study examines 34 Chinese UBTEs' salient aspects of their professional identity. Two salient identities emerged and were distributed differently: a “teacher-of-teachers” ident…
Measuring the complexity of teaching practice for equity
Using activity theory to understand professional learning in a networked professional learning community
Initial teacher education
The Challenge and Promise of Complexity Theory for Teacher Education Research
Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article exa…
Consensus and dissensus in mentor teachers' judgments of readiness to teach
Judging teacher candidates' readiness to teach
Initial teacher education
Using activity theory to understand professional learning in a networked professional learning community
Researcher or teacher-of-teachers
University-based teacher educators' (UBTEs) identities impact their work, engagement, and professional development. While a deeper understanding of UBTE identity is emerging, how UBTEs value and reconcile different elements of professional identity is under-researched. This study examines 34 Chinese UBTEs' salient aspects of their professional identity. Two salient identities emerged and were distributed differently: a “teacher-of-teachers” ident…
Measuring the complexity of teaching practice for equity
Judging teacher candidates' readiness to teach
Judging teacher candidates' readiness to teach
The Challenge and Promise of Complexity Theory for Teacher Education Research
Background/Context In many countries, there are multiple studies intended to improve initial teacher education. These have generally focused on pieces of teacher education rather than wholes, and have used an underlying linear logic. It may be, however, that what is needed are new research questions and theoretical frameworks that account for wholes, not just parts, and take complex, rather than reductionist perspectives. Purpose This article exa…
Consensus and dissensus in mentor teachers' judgments of readiness to teach
Initial teacher education
Measuring the complexity of teaching practice for equity
Using activity theory to understand professional learning in a networked professional learning community
Who do they think they are? Professional identity of Chinese university-based teacher educators
University-based teacher educators (UBTEs) are critical to teacher education quality. Studies have mainly explored the professional identity of UBTEs who were previously schoolteachers, whereas less is known about those who followed academic pathways. This study examines how UBTEs perceive their identities in the Chinese context, where academic pathways are common. Semi-structured interviews were conducted with 34 purposively sampled participants…
Researcher or teacher-of-teachers
University-based teacher educators' (UBTEs) identities impact their work, engagement, and professional development. While a deeper understanding of UBTE identity is emerging, how UBTEs value and reconcile different elements of professional identity is under-researched. This study examines 34 Chinese UBTEs' salient aspects of their professional identity. Two salient identities emerged and were distributed differently: a “teacher-of-teachers” ident…
Understanding the professional identity of university-based teacher educators
Who are university-based teacher educators? Voices from China
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 t…
Developing research literacy in teacher education
In many jurisdictions, teacher quality is seen as key to system improvement. One approach to improving teacher quality is to include research activities in teacher preparation. Yet, little is known about how conducting research might improve teacher quality. Research literacy, defined as both knowing enough about research to understand and critique findings and being able to take a research approach to teaching, can be used to consider how resear…
Teacher Education and Leadership Studies (9 works) · Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Educator Training and Historical Pedagogy (6 works) · Sociology (5 works) · Computer Science (4 works) · Political science (4 works) · Teacher education (4 works) · Professional development (3 works)