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The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development

The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development

Limin Jao, Gurpreet Sahmbi, Maria-Josée Bran Lopez
Copyright: © 2021 |Volume: 4 |Issue: 1 |Pages: 19
ISSN: 2572-4878|EISSN: 2572-486X|EISBN13: 9781799863328|DOI: 10.4018/IJTEPD.2021010103
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MLA

Jao, Limin, et al. "The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development." IJTEPD vol.4, no.1 2021: pp.30-48. http://doi.org/10.4018/IJTEPD.2021010103

APA

Jao, L., Sahmbi, G., & Lopez, M. B. (2021). The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development. International Journal of Teacher Education and Professional Development (IJTEPD), 4(1), 30-48. http://doi.org/10.4018/IJTEPD.2021010103

Chicago

Jao, Limin, Gurpreet Sahmbi, and Maria-Josée Bran Lopez. "The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development," International Journal of Teacher Education and Professional Development (IJTEPD) 4, no.1: 30-48. http://doi.org/10.4018/IJTEPD.2021010103

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Abstract

Novice teacher educators (NTEs) occupy a complex role of teaching pre-service teachers and typically do not have formalized supports or professional development. This study used the Cycle of Enactment and Investigation (CEI) as framework for NTE professional development. NTEs engaged in a modified CEI that emphasized repeated individual and collective analyses before and after enactments. Findings suggest that this framework allowed the NTEs to engage in the work of a teacher educator with the support of each other and a more experienced teacher educator. This study highlights the need for further research on ways of supporting NTEs.

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