identity must evolve. They need to see themselves as researchers yet they must
remain connected to schools. Adding to the growing body of research, Ellis et al.
( 2014 , p. 37) call attention to the work intensification teacher educators are expe-
riencing. They identify 10 dimensions of teacher educator’s work which include
course management, relationship maintenance, and external examination at another
institution. Their elaboration shows the multifaceted work of teacher educators,
which extends far beyond just teaching courses.
The consideration of how teacher educators manage and fulfil their demanding
role prompts the logical question: What do teacher educators need to know? The
work of LTEs is complex because they“must bridge theory and practice; attend to
the requirements of a number of external bodies (e.g. college of teachers; gov-
ernment departments); be cognizant of new school district/government initiatives;
connect academic courses to practice teaching (over which they often have little
control); develop a coherent course for student teachers who come to the program
with markedly different prior experiences; and model effective teaching”. In order
to meet these extensive requirements, Kosnik et al. ( 2015 ) identified four spheres of
knowledge required for those teaching literacy methods courses (Fig.9.1).
LTEs must be familiar with government initiatives in order to address them with
student teachers. Their knowledge of literacy theory and literacy teaching will guide
their pedagogy. Conducting research will deepen their knowledge and enhance their
identity as researchers. Their knowledge of pedagogy in higher education must be
extensive because they must design opportunities for learning, select appropriate
readings, set useful assignments, and create a supportive environment. The
knowledge required to be an effective LTE extends far beyond knowing how to be a
good classroom teacher.
9.2 Politicalization of Teacher Education
As Furlong ( 2013 ) noted in the opening quote, the stakes in education have been
raised because it is seen to be one of the saviours for society and the economy. This
stance has led to significant interference from governments. For example, in
Fig. 9.1 Spheres of
knowledge
9 You Teach Who You Are Until the Government Comes to Class... 137