[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594273-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-594273-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","development-of-an-in-service-teacher-educator-article-1-abstractintroduction","Development of an In-service Teacher Educator - Article 1 - Abstract/Introduction","","This qualitative case study examines how an in-service teacher educator (ISTE) develops professional identity through conceptualisations and lived tensions. The participant, trained across multiple disciplines, entered ISTE work in English Language Teaching (ELT) and reflected experiences within in-service teacher education (INSET) in Türkiye. The thematic analysis of an in-depth face-to-face interview suggests early resolution of tensions can support persistence, while other tensions may remain productive.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/development-of-an-in-service-teacher-educator-article-1-abstractintroduction/594273/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/development-of-an-in-service-teacher-educator-article-1-abstractintroduction/594273.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the focus of the study in relation to the ISTE’s professional identity?","Question",{"text":63,"@type":64},"The study focuses on professional identity development through the participant’s conceptualisations and lived tensions as an in-service teacher educator in ELT within INSET in Türkiye.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the participant’s background relate to becoming an ISTE?",{"text":68,"@type":64},"The participant holds degrees in different fields and became an ISTE in English Language Teaching using this interdisciplinary background.",{"name":70,"@type":61,"acceptedAnswer":71},"Does the study conclude that all tensions should be resolved?",{"text":72,"@type":64},"No. While resolving tensions early may help persistence, the study also indicates that some tensions are productive and can support professional learning and improved practice.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594273,1792161622,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 49  Issue 6 | Article 1 |\n| --- | --- |\n| 2024\u003Cbr>Development of an In-service Teacher Educator: Becoming, Doing, Knowing, Being and Belonging through the Tensions\u003Cbr>Fatma Gümüşok Bartın University\u003Cbr>Gölge Seferoğlu\u003Cbr>California State University, San Bernardino\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Adult and Continuing Education and Teaching Commons, Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Language and Literacy Education Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nGümüşok, F., & Seferoğlu, G. (2024) . Development of an In-service Teacher Educator: Becoming, Doing, Knowing, Being and Belonging through the Tensions. Australian Journal of Teacher Education, 49(6) .  \n[https://doi.org/10.14221/1835-517X.6016](https://doi.org/10.14221/1835-517X.6016)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol49/iss6/1](https://ro.ecu.edu.au/ajte/vol49/iss6/1)  \nDevelopment of an In-service Teacher Educator: Becoming, Doing, Knowing, Being and Belonging through the Tensions  \nFatma Gümüşok  \nBartın University, Türkiye  \nGölge Seferoğlu  \nCalifornia State University, San Bernardino, USA  \nAbstract: This qualitative case study analyses the professional identity development of an in-service teacher educator (ISTE) through her  \nconceptualisations and tensions. The participant possesses multiple  \ndegrees in different fields (BA in physics teaching, MA and PhD in  \nEducational Administration) and became an ISTE in English  \nLanguage Teaching (ELT) with this interdisciplinary background. We  \nmainly focused on her lived experiences of developing as an ISTE in ELT in the context of in-service teacher education (INSET) in Türkiye.  \nThe thematic content analysis of an in-depth face-to-face interview  \nsuggests that resolving tensions early may be needed for ISTEs to  \npersevere in their new job. In the study, this solution was found by  \nestablishing legitimacy through academic achievements and finding a source of assurance by showcasing her content knowledge in speaking English in front of the practising teachers. Yet, as the rest of the  \ntensions indicate, not all are meant to be resolved. Some could be  \nproductive and may drive ISTEs to invest in themselves and improve  \ntheir practices. Therefore, tensions could also be seen as an  \nopportunity for professional learning.  \nKeywords: identity tensions, professional learning, in-service teacher educator, teacher educator identity  \nIntroduction  \nWho is a teacher educator? There has been an “ongoing vagueness about the term”(Hamilton et al., 2016, p. 197). Defining teacher educator has been characterised as problematic as this professional group’s working contexts, roles and practices vary significantly across the globe. Teacher educator traditionally refers to those engaged in initial teacher education (ITE) in the university context (Clemans et al., 2010; Kelchtermans et al., 2018; O’Dwyer & Atlı, 2015) . A more recent understanding expands the definition and includes in-service teacher educators (ISTEs) who work outside academia. Similarly, European Commission (2013, p. 8) defines teacher educators as “all those who actively facilitate the (formal) learning of student teachers and teachers.” Despite the comprehensiveness of the term, most of the emerging research still focuses on those in ITE, and less is heard from ISTEs who contribute to practising teachers’  \nprofessional development (Hamilton et al., 2016; Loughran & Menter, 2019, O’Dwyer & Atlı, 2015) .  \nTeacher educators working outside of ITE have been regarded as often overlooked and a neglected area of research (Murray & Male, 2005; Vanassche & Kelch","cbCaim1Mv8ED0wtz","https://ap.wps.com/l/cbCaim1Mv8ED0wtz","pdf",368778,21,"English","# Introduction\n## Who is a teacher educator?\n## Research questions and study approach\n# Conceptual Framework: Professional Identity","[{\"question\":\"What is the focus of the study in relation to the ISTE’s professional identity?\",\"answer\":\"The study focuses on professional identity development through the participant’s conceptualisations and lived tensions as an in-service teacher educator in ELT within INSET in Türkiye.\"},{\"question\":\"How does the participant’s background relate to becoming an ISTE?\",\"answer\":\"The participant holds degrees in different fields and became an ISTE in English Language Teaching using this interdisciplinary background.\"},{\"question\":\"Does the study conclude that all tensions should be resolved?\",\"answer\":\"No. While resolving tensions early may help persistence, the study also indicates that some tensions are productive and can support professional learning and improved practice.\"}]","Development of an In-service Teacher Educator - Article 1 - Abstract/Introduction | PDF",1792078848,53]