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From classroom teacher to teacher educator: Critical insights and experiences of beginning teacher educators from Jamaica, England and United Arab Emirates

Roofe, Carmel; Maude, Kulwinder; Sunder, Sudha G

From classroom teacher to teacher educator: Critical insights and experiences of beginning teacher educators from Jamaica, England and United Arab Emirates Thumbnail


Authors

Carmel Roofe

Sudha G Sunder



Abstract

This exploratory study sought to investigate how beginning teacher educators (BTEs hereafter) constantly examine and reframe their identities when transitioning from being a classroom teacher to being a teacher educator of pre-service teachers. Through interviews of nine participants selected from Jamaica, England and the United Arab Emirates (UAE), the paper presents a cross-cultural discourse. Beginning teacher educator identities were examined using Goffman’s Impression Management Framework (1968). Findings presented highlight the experiences and expectations that underpinned the beginning teacher educators’ period of transition from K-12 teaching to teaching pre-service teachers. Although educational research acknowledges that social perception processes are relevant in understanding and evaluating situations, impression management has not been used as a lens to understand beginning teacher educator experiences so far. This study attempts to open new perspectives in understanding how BTE identities are shaped and redefined in the higher education context and discusses implications for teacher education.

Citation

Roofe, C., Maude, K., & Sunder, S. G. (2023). From classroom teacher to teacher educator: Critical insights and experiences of beginning teacher educators from Jamaica, England and United Arab Emirates. Power and Education, 15(1), 23-36. https://doi.org/10.1177/17577438221112536

Journal Article Type Article
Online Publication Date Jul 16, 2022
Publication Date 2023-03
Deposit Date Aug 1, 2022
Publicly Available Date Mar 28, 2024
Journal Power and Education
Electronic ISSN 1757-7438
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 15
Issue 1
Pages 23-36
DOI https://doi.org/10.1177/17577438221112536

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Accepted Journal Article (189 Kb)
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Copyright Statement
This contribution has been accepted for publication in Power and Education.




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