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At the heart of educational work is the teacher; and, everybody in the society from parents to the federal government, school administrators, industry, policy-makers, teacher educators, and not-for-profit organizations carry certain notions about the practice of teaching and work of teachers. Each constituency desires to have able, committed, and qualified teachers to care for the young ones of their society. Developing quality teachers is intricately linked to the quality of teacher education. Teacher educator professionalism is central to the improvement of teacher education and therefore school learning, and needs greater emphasis in the context of India. This chapter begins by outlining the work of teacher educators in higher education-based initial teacher preparation programs. It then gives a brief overview of the changes in initial teacher education in the early twenty-first century. This chapter further analyses the various dimensions of teacher educators’ quality of practice as framed by educational documents to gather insights about their practice among the diverse contexts in India. This chapter makes a plea to teacher educators in India to come together as a collective and take responsibility for strengthening quality teaching in India. This chapter concludes with a proposal for a framework of professional practice of teacher educators.

The teaching profession calls for professionals who are theoretical, pedagogical and critical as they influence teaching, learning and the reconstruction of schools. One of the “myths and legends” about teachers is that they are mostly interested to hear about practical ideas for their teaching and often resist theories behind their practice or theoretical analysis. If they do not take a stance towards education or are not aware of where they stand, their behavior or actions can manifest in ‘excessive teacher entitlement’ as a response to unreasonable demands or pressure. In this chapter focus will be centered on how teachers and educators inquire into practice and professional capacities in order to recognize their identities, roles, and pedagogical and theoretical background. This chapter's purpose is to understand the complexity of supporting teachers to create their agency and to find ways to support them in their transition.

This chapter focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education, for instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the chapter.

The person of the teacher is an essential element in what constitutes professional teaching and therefore needs careful conceptualisation. In this chapter the author argues for this central thesis, presenting a wrap up of his theoretical and empirical work on the issue over the past decade. These studies have been inspired – both conceptually and methodologically – by teacher thinking-research as well as the narrative-biographical approach to teaching and teacher development. The result is an empirically grounded conceptual framework on teacher development and teacher professionalism. Central concepts are ‘professional self-understanding’ and ‘subjective educational theory’ as components of the personal interpretative framework every individual teacher develops throughout his/her career. This personal framework results from the reflective and meaningful interactions between the individual teacher and the social, cultural and structural working conditions constituting his/her job context(s). As such the framework is the dynamic outcome of an ongoing process of professional learning (development). Furthermore, it is argued that the particular professionalism or scholarship of teachers is fundamentally characterised by personal commitment and vulnerability, which eventually have consequences for the kind of reflective attitudes and skills professional teachers should master.

This chapter examines the University of Southern Maine's experience seeking national accreditation through the Teacher Education Accreditation Council (TEAC). We share positive benefits from the process as well as the opportunity costs that come with the large commitment of time, energy, and resources to a national accreditation process. In conclusion, we discuss what there is to learn from our case that can shed light on the issue of how the accreditation process contributes to or detracts from developing a professionalized teacher corps through colleges of education.

Purpose – The aim is to discuss the curriculum of KKNI, it’s said to be still repressive for some educational stakeholders. It is not new about curriculum changes that are often shown to be a troublesome and complicated teaching system, especially for teachers who lack training in curriculum and inadequate facilitation.

Design/Methodology/Approach – Research data case study is argumentative research. The elaboration of the case is evidenced by literature review and related articles.

Findings – The research results show that research limitations/implications, however, doesnot accessed as a big problem because it only needs an effective approach for teachers (lecturers) who have not fully utilized the method of KKNI. In this paper, the author discusses the positive impact of KKNI on lecturers’ performance aimed at generating Magnum Opus for universities of Aceh region. The level of influence is very high for the next 5 (five) years in the world of college. A variety of effects, among others; the steady standard of operational learning, improving the quality of education oriented to the publication of scientific journals and in the accumulated in prestigious academic journals and improve the quality of research.

Originality/Value – The associated with the presence of the new curriculum at universities, especially universities in Aceh is very significant

Teaching professional literacy is a difficult endeavor, yet it is extremely important that educators are equipped with the required knowledge, skills, and attributes necessary to be engaged and responsible members of the profession. This chapter addresses the combined efforts of a university faculty of education working in concert with a provincial teacher union and school boards to assist pre-service teacher candidates in developing their own sense of professional identity. It will be demonstrated that this partnership assisted students in conceptualizing a professional identity by solidifying their understanding of ethical, legal, and organizational issues commonly associated with the teaching profession.

This chapter uses narrative inquiry to tell the stories of two female neophyte educators experiencing the oppositional misalignment between their idealized perception of female teachers in American society and their personal realities by providing alternate images of women in education. American teachers, especially women, are perceived as a homogeneous group that lives to serve the children of others and inhabit a monochrome, two-dimensional, existence inside the educational landscape of schools (Clandinin & Connelly, 1996). However, the prevailing notions and outdated imagery of teachers is flawed in its lack of acknowledgment of the richly diverse and textured lived experiences of women both inside and outside of the educational field. Furthermore, female teachers face tremendous pressure to imitate these unrealistic ideals and expectations at the expense of the authentic self, which can lead to a myriad of internal dissonances, such as burnout, serving as an umbrella over PTSD, anxiety, compassion fatigue, decreased confidence, and lower job satisfaction. The researchers in this chapter come from nontraditional backgrounds to capture the negative effects of subtle, persistent, and unrealistic expectations of females that contribute to feelings of burnout at the onset of our teaching careers.

This examination of the higher education landscape now shifts to consider the relationship between the university and the teaching profession. The intention of this chapter is to focus on pre-service teacher education to examine how professional identity and university curriculum have become managed. This chapter will introduce the conception of the scholarly blind eye to illustrate how performativity works in the modernised university and three central arguments are forwarded. Firstly, that pre-service teacher education programs are increasingly managed from outside the university. Secondly, that this represents a significant change to higher education. And thirdly, that higher education is contributing to the reworking of teacher identity.