In 2009 ATEE published a book with the title ‘Becoming a Teacher Educator: Theory and Practice for Teacher Educators’. Now, seven years later, it is time for a new book. As this book succeeds the first ATEE book that focused on beginning teacher educators, we will now look for contributions about experienced and expert teacher educators. The book is edited by Elizabeth White (University of Hertfordshire, UK) and Anja Swennen (VU University, Amsterdam, The Netherlands).
This call is for ATEE members. If you are interested in submitting a chapter to ‘Being a Teacher Educator please send an expression of interest to Anja Swennen (email@example.com). Authors who inform us about their interest in writing a chapter will be informed about the formal procedure later in the process.
In this edited volume we intend to provide research-based illustrations from the lives and professional development of teacher educators. The volume will feature chapters written by teacher educators and about teacher educators, the latter being closely related to the day to day experiences of the teacher educators under study. Chapters in this volume should focus on teacher educators working at universities, colleges of teacher education and in schools.
The chapters will foster the voice of teacher educators and support teacher educators towards a greater visibility of their contributions to high quality teacher education and education in general. The chapters will support the research-informed improvement of the various aspects of the work of teacher educators with students such as subject pedagogy, general pedagogy, mentoring and supervision of research. They will also contribute towards the improvement of the work of teacher educators including curriculum development, research and professional development of themselves and their colleagues. The chapters address a broad audience that not only includes the teacher educators themselves, but also researchers in (teacher) education, managers and policy makers. This will support well-informed policy decisions that include teacher education. Chapter manuscripts should therefore make strong links between research and practice.
Suggested themes for the chapters include, but are not limited to the following:
– Research-based initiatives of, and for, teacher educators to improve teaching and working with students
– Research-based initiatives to improve teacher education by teacher educators as researchers, including action research, individual or collaborative self-study, case studies et cetera.
– Research-based initiatives in school to give insight into, or improve, the work of school-based teacher educators or the collaboration between institute-based teacher educators and school-based teacher educators.
– Research-based initiatives for the professional development of teacher educators, especially of the different forms of support that teacher educators need.
– Research-based examples of teacher education empowerment and increasing teacher educators’ voice and participation in national and international initiatives to improve teacher education
– Research-based examples of professional development that foster reflection, sustainability, teachers’ self-direction and self-assessment, and/or that support collaborative processes for improving teacher education.