Abstract
This study explores teacher educators’ perceptions of their approaches to teaching and the closeness of their research and teaching. A total of 115 participants completed a questionnaire. The results showed that these teacher educators perceived information transmission as an element of the student-focused approach to teaching. Three clusters were identified which mirrored different kinds of combinations of the teacher- and student-focused approaches to teaching. The results further revealed that these clusters were related to how closely teacher educators considered their teaching and research to be related to each other.
Highlights
Teacher educators are agents who educate and help student teachers to develop knowledge and competence in the teaching profession
Though Approaches to Teaching Inventory (ATI) (Trigwell & Prosser, 2004) and Approaches to Teaching Inventory (ATI-R) (Trigwell et al, 2005) are seen as valid and reliable instruments to explore teachers’ approaches to teaching, Prosser and Trigwell (2006) note that the approaches to teaching are contextually dependent, it is important to explore the validity and reliability of the instrument when applied in a new cultural context
Applying a student-focused approach to teaching means that teacher educators focus on students' understanding and construction of knowledge while teaching (Trigwell et al, 1994), and the results showed that these teachers considered that there was a close relationship between their research and teaching
Summary
Teacher educators are agents who educate and help student teachers to develop knowledge and competence in the teaching profession. They act as models that student teachers can observe and imitate (Lunenberg, Korthagen, & Swennen, 2007). It is important to explore how teacher educators approach teaching to facilitate student teachers becoming qualified future teachers. Y. Cao et al / Teaching and Teacher Education 85 (2019) 125e136 student teachers perceive teaching and their facilitation of pupil learning. Teacher educators’ support for student teachers in terms of their teaching is significant in this process (Nilsson & Loughran, 2012; Rajuan, Beijaard, & Verloop, 2008; Vanassche & Kelchtermans, 2014)
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