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dc.contributor.supervisorGale, Ken
dc.contributor.authorWebster, Susan
dc.contributor.otherFaculty of Arts and Humanitiesen_US
dc.date.accessioned2018-12-17T11:12:30Z
dc.date.available2018-12-17T11:12:30Z
dc.date.issued2018
dc.identifier948177en_US
dc.identifier.urihttp://hdl.handle.net/10026.1/13073
dc.descriptionEdited version: available immediately Full version: Access restricted permanently due to 3rd party restrictions. Restrictions set on 17.12.2018 by AS, Doctoral College
dc.description.abstract

This project evaluates a proposed framework designed to support professional learning for teacher educators, focusing on Post Compulsory Education & Training, and particularly practices in Further Education. The intention of the framework is to enhance practice and promote professional recognition for people who support others in becoming or developing as teachers: teacher educators. The project proposal is that this can be achieved through engagement with processes of professional learning (Timperley, 2011) in the form of professional pathways, defined here as professional and individual learning journeys supported by principles and research-based recommendations within a recognised framework of underpinning factors. The theoretical framework for the project is interpretative, based on transformative learning (Cranton, 1994, 2002; ; Mezirow, 1997) with a constructivist epistemology and reflexive ontology (Door, 2014). It builds on previous research (Exley & Ovenden-Hope, 2013) using new data to develop initial ideas through a methodology of creative praxis, representing practices and approaches where reflexive, innovative thinking and impact on the world are equally important. The intention is to arrive at a robust, flexible and well-considered framework designed to support the professional formation and development of prospective, new or experienced teacher educators practicing in the Further Education sector.

en_US
dc.language.isoen
dc.publisherUniversity of Plymouth
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectteacher education; teacher educators; professional learning; post-compulsory education; professional pathways; further educationen_US
dc.subject.classificationOther (e.g., MD, EdD, DBA, DClinPsy)en_US
dc.titleProfessional Pathways for Teacher Educators in Further Education practice: a framework to support professional learning.en_US
dc.typeThesis
plymouth.versionnon-publishableen_US
dc.rights.embargoperiodNo embargoen_US
dc.type.qualificationDoctorateen_US
rioxxterms.versionNA
plymouth.orcid.idG-9548-2017en_US


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