Academic Work and Identities in Teacher Education

Professor Jean Murray is the Research and Knowledge Exchange Leader in the Cass School of Education and Communities at the University of East London, UK. Her research includes sociological analyses of teacher education policies and practices internationally, with a strong focus on the work, knowledge and professional development of teacher educators in Higher Education and schools. Clare Kosnik is Professor in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto, Canada. She has held a number of leadership positions: Director of the Master of Teaching program, Head of the Centre for Teacher Education and Development, Director of the Elementary Preservice Program, and Coordinator of the Mid-Town Cohort and in 2003, was Executive Director of the Teachers for a New Era research and development project at Stanford University,USA. Previous publications include Innovations in Teacher Education, Priorities in Teacher Education, and Teaching in a Nutshell (co-authored with Clive Beck). Clare has also been involved in many large-scale funded research projects on teaching and teacher education: Teacher Education for Literacy Teaching (2003-2007), Key Components of Learning to Teach Literacy (2006-2010), Teacher Change and Growth (2010-2015), and Literacy Teacher Educators (2011-2015).

• Editorial Peter Gilroy Introduction: Academic work and identities in teacher education Jean Murray and Clare Kosnik 1. Teacher educators and ‘accidental’ careers in academe: an Australian perspective Diane Mayer, Jane Mitchell, Ninetta Santoro and Simone White 2. Teacher educators’ identities and work in England at the beginning of the second decade of the twenty-first century Jean Murray, Gerry Czerniawski and Patti Barber 3. On becoming a teacher educator John Loughran 4. Four ‘academic sub-tribes’, but one territory? Teacher educators and teacher education in Scotland Ian Menter 5. Forming a teacher educator identity: uncertain standards, practice and Relationships Todd Dinkelman 6. Becoming teacher educators in Pakistan: voices from the government colleges of education Haji Karim Khan 7. The multi-faceted teacher educator: a Norwegian perspective Kari Smith 8. Becoming teacher educators: an innovative approach to teacher educator preparation Clare Kosnik, Yiola Cleovoulou, Tim Fletcher, Tiffany Harris, Monica McGlynn-Stewart and Clive Beck