What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators

By A. Goodwin, Laura Smith, Mariana Souto-Manning, Ranita Cheruvu, Mei Tan, R. Reed, L. Taveras. 2014

257 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e005c7cc72096651b676184a3d3d967a6b3e455d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Marit Ulvik
2. Adrian Cunard
3. Angela C. Turrou
4. Hala Ghousseini
5. A. MacPhail
6. E. Kazemi
7. Elizabeth A. van Es
8. Mohammed Abdullatif Almulla

In Information Systems and Management

1. A. MacPhail
2. Mohammed Abdullatif Almulla

In Sociology and Political Science

1. Marit Ulvik
2. A. MacPhail
3. J. Halbert

Citations in the corpus

• Getting Inside Rehearsals (2016, result): “This observation is supported by a recent survey of close to 300 TEs who reported minimal intentional professional development for their work as university-based TEs (Goodwin et al., 2014).”
• The professional development of higher education-based teacher educators: needs and realities (2018, background): “Given the complexity of the profession on the one hand, and the lack of abiding entry requirements and pre-service preparation on the other hand (Goodwin et al. 2014), professional development is essential for teacher education quality (BERA & RSA 2014).”