Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world
Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators...
| Main Authors: | , |
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| Format: | Journal article |
| Language: | English |
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Taylor and Francis (Routledge)
2022
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| _version_ | 1797110904068767744 |
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| author | Rawlings Smith, E Rushton, EAC |
| author_facet | Rawlings Smith, E Rushton, EAC |
| author_sort | Rawlings Smith, E |
| collection | OXFORD |
| description | Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all. |
| first_indexed | 2024-03-07T08:01:15Z |
| format | Journal article |
| id | oxford-uuid:e9763276-a766-4470-bde1-bff3b26259c6 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T08:01:15Z |
| publishDate | 2022 |
| publisher | Taylor and Francis (Routledge) |
| record_format | dspace |
| spelling | oxford-uuid:e9763276-a766-4470-bde1-bff3b26259c62023-09-28T09:08:18ZGeography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous worldJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:e9763276-a766-4470-bde1-bff3b26259c6EnglishSymplectic ElementsTaylor and Francis (Routledge)2022Rawlings Smith, ERushton, EACGlobally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all. |
| spellingShingle | Rawlings Smith, E Rushton, EAC Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world |
| title | Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world |
| title_full | Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world |
| title_fullStr | Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world |
| title_full_unstemmed | Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world |
| title_short | Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world |
| title_sort | geography teacher educators identity roles and professional learning in a volatile uncertain complex and ambiguous world |
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