Teacher educator dilemmas: a concept to study pedagogy

CABAROĞLU N., Tillema H. H.

TEACHERS AND TEACHING, cilt.17, sa.5, ss.559-573, 2011 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 17 Sayı: 5
  • Basım Tarihi: 2011
  • Doi Numarası: 10.1080/13540602.2011.602210
  • Dergi Adı: TEACHERS AND TEACHING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.559-573
  • Çukurova Üniversitesi Adresli: Evet

Özet

To disclose the inner process of teacher educators' dealing with their different roles and their coping with conflicting demands, the study of dilemmas encountered in practice may offer a promising perspective. Building on previous research on teaching dilemmas, this study uses a comparative approach to disclose teacher educators' views on pedagogy. Qualitative interview data from within the Turkish context are contrasted with datasets from Israel and The Netherlands to gauge common notions on the pedagogy of teaching student teachers. The findings indicate shared dilemmas across contexts acting as key constraints to the teaching of teacher educators, which are mainly related to implementing pedagogy, while differences across contexts found mainly had to do with orientations and views on teaching. In this respect, the concept of dilemmas is a fruitful way of disclosing these constraints and perspectives.

To disclose the inner process of teacher educators’ dealing with their different

roles and their coping with conflicting demands, the study of dilemmas encountered

in practice may offer a promising perspective. Building on previous

research on teaching dilemmas, this study uses a comparative approach to disclose

teacher educators’ views on pedagogy. Qualitative interview data from

within the Turkish context are contrasted with datasets from Israel and The

Netherlands to gauge common notions on the pedagogy of teaching student

teachers. The findings indicate shared dilemmas across contexts acting as key

constraints to the teaching of teacher educators, which are mainly related to

implementing pedagogy, while differences across contexts found mainly had to

do with orientations and views on teaching. In this respect, the concept of

dilemmas is a fruitful way of disclosing these constraints and perspectives