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An ecological theoretical model of teacher educator development
This qualitative study focuses on the constructive relationship between direct and indirect contextual forces that impact upon teacher educators. The study assumed an ecological perspective explained by the understanding that not only are teacher educators influenced by their professional context, but also that they have an influence on those same contexts.
teacher educator; perspectives; continuous learning; cyclical influence; ecological theory
Justice Institute of British Columbia
New Westminster, BC
This poster is related to Stuart Ruttan's University of Nottingham's Thesis, A study of the influences affecting language teacher educators' perspectives in Vancouver : landcapes and soundscapes (P 57 C26 R887 2005)