Education Profession (Critical Journal Review)

Professionally Developing as a Teacher

Educator

Compiled By:

Nur Aini (4163322004)

PHYSICS DEPARTEMENT
FACULTY OF MATHEMATICS AND SCIENCES
STATE UNIVERSITY OF MEDAN
2017
 FOREWORD

First of all, let us say praise and gratitude the presence of GOD Almighty God
Almighty, for His grace and the gift of the Critical Journal Report Tasks can be done on time.
I would like to thank the lecturers Sir Prof. Dr. Parlindungan Pasaribu, MA for their support
and directives, so I got knowledge about this task.

Critical Journal purpose of the Report is in addition to fulfilling the tasks assigned
also to gain knowledge about the course of Professionally Developing as a Teacher Educator.
I realize that there are still many shortcomings in this paper, for that I expect criticism and
positive advice from fellow students and teachers for the betterment of the Day to come.

Hopefully Critical Journal Report is helpful in the development of our personal

character, especially for the readers.

Medan, April th 2017

Author
 TABLE OF CONTENTS

FOREWORD...............................................................................................................

CHAPTER I INTRODUCTION

1.1. Background. ..................................................................................................................1

1.2.Benefit ............................................................................................................................1

1.3.Objectives . .....................................................................................................................1

1.4. Identity of Journal...........................................................................................................1

CHAPTER II DISCUSSION

2.1.Summary Of Journal..........................................................................................................

A. Summary Of Becaming a Teacher Educator

B. Summary Of The Nature Of Teacher Educator
C. Summary of Researching Teacher Education Practice
D. Summay of Overview of Professionally Developing as a Teacher Educator

2.2. Opinion of The Journal ...................................................................................................

a. Advantages
b. Weakness
 CHAPTER I

PRELIMINARY
1.1 Background

In the journal certainly has some advantages and also some disadvantages, the task this
time I will discuss about the course of Professionally Developing as a Teacher Educator.
Immediately we can see that the journal published by the team of authors raised the course of
Professionally Developing as a Teacher Educator.
I chose this journal for my review because I was intrigued by its author, data from
journal entries, and the theme raised by the authors in the journal. From this journal I would
like to add insight and knowledge about the contents of the journal.

1.2 Purpose

Critical Review Journal useful to add insight and literature author on how the course of
Professionally Developing as a Teacher Educator, and knowing how the contents of the
journal, advantages, and disadvantages.

1.3 Benefits

The benefits of this paper is that the reader better understand how the content of the
journals.

1.3 Identity Of Journal

A. Tittle : Professionally Developing as a Teacher Educator

B. Author : John Loughran
C. Publication Years : 28 April 2014
D. City Rises : American Association of Colleges for Teacher Education
(AACTE)
E. Page : 14 page
 CHAPTER II
DISCUSSION

2.1 Summary Of Journal

Professional development of teacher educators is too important not only to teacher

education, but also to the educational system as a whole, to be left in a virginal state
regarding research and documentation. —Smith (2003, pp. 213-214). But what does it really
mean to professionally develop as a teacher educator?
It could reasonably be argued that an important difference between the notion of professional
development in relation to teachers and teacher educators is enmeshed in the sense of
professional autonomy and responsibility attached to the respective roles and their
accompanying expectations. Mockler (2005), for example, characterized a common approach
to the professional development of teachers as spray-on” professional development, that is,
one-off workshops presented by consultants with little long-term impact or as mandated
“upskilling” for policy implementation as a result of a top-down approach to change.
Although arguments have been made about the need to differentiate between professional
development and professional learning for teachers (Groundwater-Smith & Mockler, 2009;
Hardy, 2010)
The framework in Figure 1 has been constructed to make clear some of the key
learnings inherent in the efforts of those who have chartered a successful path in their
professional development as teacher education scholars. By portraying those learnings, the
professional development journey to be embarked upon by others might be made more clear,
navigable, and inviting. In so doing, the professional development needs and necessary
supports for teacher educators might be able to be made much more public, accessible,
meaningful, and useful. As such, Figure 1 offers one way of conceptualizing the major
landmarks teacher educators face in their professional development journey and is a
conceptualization that highlights what needs to be navigated without limiting the journey to
one single “true” or correct path. It is a path that carries signposts of what might be
encountered through the professional development journey that shapes what it means to
become a teacher education scholar.
 A. Summary Of Becaming a Teacher Educator
In numerous Faculties of Education, the most senior professors might sometimes be
described as having sought to escape teacher education and to seek solace from high teaching
loads, insufficient time for research, and the demands of service to a profession that has little
direct influence on policy or practice. Not surprisingly, if “escape from teacher education” is
the model for success as an academic that beginning teacher educators are confronted by,
then the vision for professional development and the perceived nature of the demands of the
university system stand in stark contrast to their individual hopes and expectations for
making a difference for their students of teaching. Coupled with what many teacher educators
perceive as their obligations to unseen children (Guilfoyle, Hamilton, & Pinnegar, 1997), it is
not difficult to see why beginning teacher educators might struggle to understand how to
develop, or where to seek mentoring in, a field that institutionally may lack leadership in the
scholarship of teacher education.
Teacher educators are criticised for, and often critical of, being left on their own, but they
almost have to be left on their own to construct their own professional knowledge of practice.
At the same time, this does not mean that every teacher educator needs to “start from
scratch,” but it does require them to transform their perspectives.

B. Summary Of The Nature Of Teacher Educator

For a long time now, Lortie’s (1975) Apprenticeship of Observation has been trumpeted
as one way of explaining why teaching is simplistically understood by the population at large.
In a similar way, it can reasonably be argued that teacher education also suffers from
superficial understandings of the nature of its work which has led commentators on teacher
education to propose simple solutions to complex problems—such solutions invariably fail to
work. When Futrell (2010) distinguished between reforming and transforming teacher
education, she offered a tangible way of grasping the complex nature of the work of teacher
education. She argued that reform is about changing procedures and processes to improve the
way the existing system works, that is, creating solutions to add-on to a program to address
perceived issues, needs, or concerns.
The nature of teacher educator have a two material, us:
a. Teacher Education Curriculum
b. Pedagogy of Teacher Education
 C. Summary of Researching Teacher Education Practice

Cochran-Smith and Lytle (2004) described their approach to research as “working the
dialectic,” by which they meant that their work as practitioners and researchers did not neatly
fit into distinct and separate compartments. Rather, they saw the boundaries as being blurred;
befitting the complexity of their work as teacher educators. Further to this, inherent in their
working, the dialectic was their expectation that the local knowledge of practice they
generated could also be usable by, and accessible for, others, that is, to create public
knowledge that might transcend the local context and inform teacher education more widely.
Therefore, although stating that research is important in underpinning teacher educators’
professional development.
One of the enduring issues related to the transition from teacher to teacher educator is
associated with the expectations surrounding research in the academy—expectations that
could be described as ranging across a continuum from the implicit to explicit and hence not
easily recognized nor grasped by beginning teacher educators. That continuum of
expectations can be seen as comprising, at one extreme “secret academic business” that is not
shared or made explicit with neophytes, through to, in some cases, very explicit research
expectations that are avoided (or maybe even ignored) rather than embraced and developed.
Yet, as Cochran-Smith (2005) makes clear, understanding research—and what it means for
being an academic— operates on multiple levels and being able to function across all of those
levels can appear daunting; but is crucial for scholarship nonetheless.
a. Being a smart consumer of research
b. Researching One’s own Practice

D. Summay of Overview of Professionally Developing as a Teacher Educator

Professional development of teacher educators must be purposefully conceptualized,

thoughtfully implemented, and meaningfully employed. However, for that to be the case,
there is an overwhelming need for teacher educators to have a vision for their professional
development that affords them agency in the active development of their scholarship. In her
review of professional knowledge of teacher education through self-study, Hamilton (2004)
used the metaphor of a cartographer to chart her ideas “of the world of educational research
focused on professional development” to create an effective and useful representation for
others.
2.2. OPINION OF ABOUT JOURNAL

B. Advantages & Weaknesses

1. Advantage

a. The advantages of this journal is able to make the reader easily understand.

b. Another plus is the language of the journal is easy to understand.

c. This journal comes with words that fact ( according to expert )

d, And The journal explains something accordance with the facts and data.

e. The journal also provides map idea is easy to understand.

f. Author make a journal with have much reference.

g. The contents of the journal are very competece

2. Weakness

a. Make this book a bit boring, the author of a journal by writing quite small.

b. cover the journal unattractive