ECER 2021 Presentation

1. They came, they saw and they
taught - but who are they?
Perspectives on Understanding
the Role of in-service Teacher
Educators
Martin Auferbauer (PH Steiermark, Austria)
Tamara Katschnig (KPH Wien/Krems, Austria)
Judith Prorok (PH Oberösterreich, Austria)
Isabel Wanitschek (KPH Wien/Krems, Austria)
ECER 2021: Education and Society: expectations, prescriptions, reconciliations, 8 September 2021 (online)

2. Initial situation (in Austria)
study
induction
phase
further and
advanced
training
1 3
2
In-service teacher trainers
• are “second order teachers“ (Schratz 2015, 42)
• should generate new knowledge through research (Schratz 2015, 42)
• are “trapped“ in several roles (Katschnig, Auferbauer, Prorok & Wanitschek, 2020)
• must go through specific development tasks (Auferbauer, Katschnig, Wanitschek & Prorok, 2021)
• have a non-existent professional identity (Blömeke, Hascher & Mayr 2005, 7).

3. ▪ role change from teacher to teacher educator: a necessary
condition for teachers to benefit from in-service training
(Lipowsky & Rzejak 2012, 2015; Czerniawski et al. 2017; Goodwin et al. 2014; Kraler 2015)
▪ in German-speaking countries: no own professional association
and also no designated profession for in-service teacher trainers
(European Commission 2013, p. 8; Zehetmeier 2017)
▪ lack of established status of the profession (Boyd, Harris & Murray 2011;
Murray 2014; MacPhail et al. 2017)
▪ increasing the requirements for quality and formal qualification
of in-service teacher trainers can lead to a more comprehensive
improvement of education (vgl. Buchberger et al. 2000; European
Commission 2010)
Theoretical background I role understanding

4. ▪ Qualitative method: Semi-structured interviews with 14
in-service teacher trainers at four University Colleges of
Teacher Education in Austria
▪ strive for high diversification in the selection of
interviewees
▪ interviews conducted in reciprocal visits to achieve
objectivity and impartiality
▪ analysis via MaxQDA18, inductive as well as deductive
category formation
Method

5. Sample
Interview Gender Experience Occupational status Expertise
A f little experience permanent staff generalists
B m intermediate exp. external generalists
C f intermediate exp. permanent staff compulsory school teachers
D m high experience permanent staff generalists
E m intermediate exp. school teacher compulsory school teachers
F f intermediate exp. school teacher compulsory school teachers
G w high experience external generalists
H w high experience permanent staff generalists
I d intermediate exp. permanent staff vocational trainers
J m high experience permanent staff vocational trainers
K f little experience school teacher vocational trainers
L f high experience permanent staff vocational trainers
M m intermediate exp. school teacher compulsory school teachers
N f little experience school teacher vocational trainers

6. "How do in-service teacher trainers from the
participating universities understand their professional
role in the advanced training of teachers?"
Research Question I: Role Understanding

7. Results I: Role Understanding
▪ coach/companion/
motivator/
moderator
▪ different roles
▪ expert/knowledge
mediator
▪ representative of the PH
▪ external perspective
▪ conflict between school
management vs. in-service
teacher trainers
▪ envy of colleagues
▪ conflict teacher vs. in-service
teacher trainer
▪ no role conflicts perceived
▪ conflict PH-conform vs. own
opinion, resources
Role Understanding Role Conflict

8. ▪ School teachers: two superior instances whose expectations
they have to match
▪ organizational and scheduling challenges
▪ power conflict along hierarchical levels
▪ envy of colleagues
Results I: Role Understanding

9. ▪ to switch completely to the University Colleges of Teacher
Education - to be able to focus on content, to avoid role conflicts
and time constraints or no need to integrate into two teams
▪ individuals are currently striving to do this in the hope that they are
able to reduce their portfolio of tasks and gain in quality of life
▪ Others rule this out despite perceived tensions, because they would
feel untrustworthy in their role as teacher trainers if they no longer
taught in schools themselves
Results I: Reactions to Role Understanding

10. "What motives do teachers from the participating
universities have for their activities in the further
training of teachers?"
Research Question II: motives

11. Theoretical background II: Motives
▪ model from Kuhl (2010)
▪ Whether to have or to be
to have to be
other-directed power
(→ influence)
relationship
(→ connection)
introspective achievement
(→ success)
freedom
(→ self-determination)

12. Results II: Motives TO HAVE
▪ Power motive
" [...] now exaggerated, why, where does the desire to educate
one's own colleagues come from?" (M, 57-59)
▪ Achievement
"[...] because I was in this role myself before, yes. And that
motivated me to now take a step in the other direction, that is,
to go one step further and to now have teachers as my
students, so to speak." (K, 21)

13. Results II: Motives TO BE
▪ Relation motive
"And it just complemented each other really nicely. And it
has become a nice togetherness. [...] I was perhaps more of
a lone fighter in the past. And now I'm certainly more of a
team player." (J, 58)
▪ Freedom motive
"That was a sort of driver and a motivator, it made a
change. I got here out of the entrepreneurial context [...]
And then I just wrote a note once and someone called me.
Yeah, that's how it was." (G, 27-29)

14. „What developmental tasks do people face when
they enter in-service teacher training?“
Research Question III: Development tasks

15. Theoretical background III: Development tasks
▪ Robert Havighurst (1948): Developmental tasks and
education
▪ often related to childhood and adolescence
(Hurrelmann & Quenzel 2016; Dreher 2015)
▪ dynamic concept of socialisation with ongoing
adaptation and application to other contexts – e.g.
teachers (Hericks 2006)
▪ concepts for teachers in the tertiary sector (Kopp-Sixt
2014) and in-service teacher trainers (Auferbauer et al. 2021)

16. Theoretical background III: Development tasks
Hericks (2006) Kopp-Sixt (2014) Auferbauer et al. (2021)
Related to: teachers teachers in tertiary education in-service teacher trainers
competence competence & expertise role identification & expertise
content transfer content transfer & teaching research & content transfer
recognition recognition & reflection recognition & reflection
institution institution & organisation institution & cooperation

17. Results III: Development tasks
▪ Role Identification & Expertise
Challenges in entering/transitioning into the field can be addressed through
expertise:
" Teachers are, they say, the most difficult audience you can imagine [laughs]."
(A, 287)
"Either I get such a high level of practical relevance [...] or I get it from research. So I
need some kind of access.“ (J, 130)
▪ Research & Content Transfer
Evidence-based findings should be implemented in a methodologically advanced and
dialogical manner.
"There I have to be a leap ahead, especially through research probably, so that you
can simply also implement this in an evidence-based way." (J 130)

18. Results III: Development tasks
▪ Recognition & Reflection
It requires the willingness to learn from each other, the ability to be critical
and to set boundaries.
" When I sometimes look at training courses where someone is standing in
front and presenting himself as the best, I think to myself: They [participants]
leave emptier than when they came in.“ (H 228)
▪ Institution & Cooperation
Trainers need personal development, team and organisational development
and (joint) format development.
"I don't want to use the term supervision, but I would rather say that we
need an exchange of experiences among ourselves, that we really talk about
things, discuss things, exchange with each other. Also for the conception of
further training and so on.“ (L 84)

19. Next steps to emphasize this
hidden profession in Austria
Occupation with teacher education (first phase) has been
dominant over the last years, now we need a stronger focus
on in-service teacher training (third phase):
➢ intensify research in this field
➢ incorporate research findings into the recruiting and
personal development of in-service teacher trainers
➢ incorporate research findings into the conception and
further development of the formats

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References

21. We are looking forward to your
suggestions and having a stimulating
discussion!
martin.auferbauer@phst.at (PH Steiermark)
tamara.katschnig@kphvie.ac.at (KPH Wien/Krems)
judith.prorok@ph-ooe.at (PH Oberösterreich)
isabel.wanitschek@kphvie.ac.at (KPH Wien/Krems)