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When a practitioner becomes a university faculty member: a review of literature on the challenges faced by novice ex-practitioner teacher educators

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It is challenging for ex-practitioners beginning to teach in higher education settings due to their long experience in other fields. In this paper, as an example of a nexus of practitioners and academics, the focus is the issues of novice teacher educators at the beginning of their careers and support programmes for them. Three factors were identified as causing the most distress: difficulty in changing their identities, adjusting to the new work environment and fear of research. These problems align with the cognitive, social and ethical aspects of learning. To overcome these problems, various potential platforms exist, such as traditional mentoring, peer mentoring, joint reflection or self-study. With support programmes, regardless of platform, novice teacher educators’ struggles can be opportunities to learn more about the three aspects of their new jobs.
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Keywords: ex-practitioner; faculty member; professional development; teacher educator

Document Type: Research Article

Affiliations: Curriculum, Teaching & Learning Academic Group, National Institute of Education, Singapore

Publication date: 2013-06-01

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