Teacher educators' funds of knowledge for the preparation of future teachers

Darío Luis Banegas*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge.
Original languageEnglish
Number of pages17
JournalRELC Journal
Early online date22 Dec 2020
DOIs
Publication statusE-pub ahead of print - 22 Dec 2020

Keywords / Materials (for Non-textual outputs)

  • TESOL
  • teacher educator
  • funds of knowledge
  • content knowledge
  • pedagogical content knowledge

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