Teacher educators’ expertise: what do novice teachers and teacher educators say?

By Kari Smith. 2005

241 citations recorded by the source corpus.

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Citations in the corpus

Professional development of teacher educators: what do they do? Findings from an explorative international study (2017, background): “…in particular, such as self-study and inquiry, are often seen as important activities when it comes to the advancement of one’s professional development (Cochran-Smith 2003, 2005, Loughran and Berry 2005, Lunenberg and Willemse 2006, Zeichner 2007) and the innovation of teaching practices.”
Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey (2011, background): “Standards entertain several aspects that make up what some refer to as the expertise (professional knowledge and competence) of teacher educators (e.g., Smith, 2005).”
Quality teacher educators = quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers (2013, background): “Still, amidst all this heightened attention to teacher preparation and quality, there is a noticeable silence about the preparation of teacher educators themselves (Ducharme and Ducharme 1996; Kosnik and Beck 2008; Loughran and Berry 2005; Margolin 2011; Smith 2005).”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, methodology): “This is why feedback has been regarded as fundamental to a successful mentoring relationship by both parties (Christensen 1988, Beck and Kosnik 2002, Smith 2005, Smith and Lev‐Ari 2005, Glenn 2006, Bates et al. 2011, Leshem 2012).”
The Death of Expertise (2014, result): “Finally, Smith (2005) did a comparison study of teacher educator standards from the Netherlands, Australia, Israel, and the United States and concluded there was a large overlap of the substance found in the various standards, which included model teaching, research and scholarship, leadership in…”
Promoting teacher reflection: what is said to be done (2011, background): “It is stated as well that a reflective practitioner needs to: (1) be an expert in a specific domain (Smith 2005); (2) build on experiential knowledge (Beijaard, Meijer, and Verloop 2004); (3) be critical (McLellan 2004); and (4) work collaboratively (Orland 2001).”
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators (2014, background): “In a comparison of teacher educator standards from the Netherlands, Australia, Israel, and the United States, Smith (2005) found “a great overlap” among “the main requirements” (p. 182), including model teaching, research and scholarship, leadership in the profession, and ongoing professional develo”