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• W155260870 abstract "Ideally teacher educators play a significant role in the initial empowerment of teachers as professionals. The level of success teacher educators have in this role reflects their own level of empowerment. Initiating, maintaining and replenishing empowerment of teacher educators appears to be a neglected area in contemporary debate. In the present climate it is often assumed that those who can teach can educate teachers. The transition from the role of teacher to teacher educator may not be so simple, nor might all teacher educators be recruited from teaching. In this paper an empowering strategy linked with the ongoing renewal and refinement of teacher education curriculum within institutions is proposed. Suggestions for the involvement of the whole range of teacher educators are made and critical debate from conference participants invited. As a person who entered teacher education in the early seventies I have at times watched, and at other times, been involved in the comings and goings of initial teacher preparation. Until recently this was an easy task as, despite considerable debate, not much really came or went, not much really changed. This lack of change, indeed ongoing resistance to change is clearly portrayed by Erica McWilliam (1993: 123) who views the broad conceptualising of the content/process of preservice courses as fundament. ly unaltered despite the demands of 'corporate federalism'. A I Koop ATEA 1994 1 In this paper I examine the need for empowerment or reimpowerment of teacher educators, what we need to do to be empowered, and suggest some strategies for achieving this goal. The need for empowerment Currently the climate for change is one of urgency. An increasing array of forces present challenges to teacher education and to teacher educators in our universities which, if not met appropriately and creatively, may well result in the bypassing of institution based initial teacher preparation in favour of school or work-place based teacher training. External forces press for change in the way we educate prospective teachers while our own institutions press for greater involvement in academic research, scholarship and service. Groups legitimised by government, by statute and by the professions of teaching and teacher education are providing challenges that can no longer be ignored. Such challenges are represented by the Competency Framework for Teaching prepared by the National Project on the Quality of Teaching and Learning (1994); the Framework for Desirable Attributes of Beginning Teachers developed by the NSW Ministerial Advisory Council on Teacher Education and Quality Teaching (1994); The investigation by the National Office of Overseas Skills Recognition (1994) into the implementation of National Competency Standards in the professions, including their application to course content in universities; the setting up of the Australian Teaching Council with objects directly related to its intention to impact on all areas of teacher education; and, the whole quality assurance push being engineered by the Department of Employment, Education and Training through its many boards, councils and offices. A J Koop ATEA 1994 4 2 Teacher educators, many hired on the basis of their knowledge of teaching and their ability to teach are now expected to be researchers and take their place among other academics in the publish or perish stakes. This has not come easily for some. Yet a further difficulty is faced by new teacher educators. Many teacher educators are now being appointed at the lecturer A level with salaries below those of their teacher colleagues. New academics are facing the stress of conflicting pressures of a need for a collaborative and consultative approach to teacher education and the largely adversarial demands of research and scholarship in the publication, higher degree, tenure and promotion stakes. These pressures are not dissimilar from the pressures on experienced teacher educators who have ben required to also become mainstream academics. How do experienced teacher educators going through major change themselves assist new colleagues to make the transition to the new role of teacher educator? The dynamic forces of change surrounding teacher educators are essentially disempowering. The knowledge and skills teacher educators have was valued, and worked, in the past. Much of it is perceived as of little value in the new world of initial teacher training. So much change has occurred within school systems that many teacher educators may no longer know what is going on in schools. Those who do know are those school teachers who are actively engaged in the change process, rather than teacher educators. It is the teacher who knows about today's school. Is it any wonder that there is a call for teacher training to be facilitated by practitioners in the schools. Gone is the vision of the initial preparation of an educated professional. Its place taken by a press for the preparation of a competent practitik er through a program that is increasingly being standardised in both content and structure in the quest for national teacher registration, uniformity and assured competence. A J Koop ATEA 1994 3 t Clearly, experienced teacher educators are faced with a complete rethink of their roles. Such rethinking inevitably leads to the need for reskilling to enable teacher educators to play a meaningful role in the preparation of teachers for the future. Just how relevant today is Carter's (1984:132) claim that teacher educators have 'a four-fold mission within the profession; transmitting skills, acting as gatekeepers, codifying basic knowledge, and providing service.'? Is this still a realistic mission in" @default.
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• W155260870 date "1994-07-01" @default.
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• W155260870 title "Empowering Teacher Educators: A Process of Transition." @default.
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