Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation

被引：65

作者：

Avidov-Ungar, Orit ^{[1
]}

Forkosh-Baruch, Alona ^{[2
]}

机构：

[1] Achva Acad Coll, IL-79800 Pm Shikmim, Israel

[2] Levinsky Coll Educ, 15 Shoshana Persitz St, IL-6937808 Tel Aviv, Israel

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 73卷

关键词：

Professional identity; Teacher educators; Pedagogical innovation; Modes of existence; Digital age; PRESERVICE TEACHERS; SELF-EFFICACY; TECHNOLOGY; INTEGRATION; PERCEPTIONS; INTENTIONS; TIME; ICT;

D O I：

10.1016/j.tate.2018.03.017

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study examines teacher educators' perceptions regarding pedagogical innovation. 27 semi structured interviews were analyzed using three modes of existence composing their professional identity with regards to pedagogical innovation: being, the conceptual component; doing, the practical component; and having, the environmental support component. Findings show that the "being" component is the dominant mode of existence and is strongly connected to construction of professional selves. Also, demands of the digital era compel teacher educators to re-examine their professional identity vis-a-vis technology-integrated teaching. Institutional support was vital for professional identity construction. Findings assist in understanding professional identity construction of innovative teacher educators. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：183 / 191

页数：9

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