Abstract:

Purpose: Research on teacher educators is fragmented but different trends are emerging from a variety of contexts that recognize it as a distinct profession. This research aims to highlight the features of a potential UAE teacher educator framework that has emerged from my research on authentic professional learning, and where professional learning might be focused in the future to build on teacher educators’ professional knowledge in the UAE. This paper explores the potential characteristics of a UAE Teacher Educator Framework through the methodological lens of narrative inquiry. Approach/Methodology/Design: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates. Drawing on the work of Keltchermans (2018), Kreijns (2019) and the existing frameworks from other contexts, this paper illustrates the potential blueprint for the UAE education sector. Findings: The findings suggest that inter-cultural learning and sensory awareness of the contextual factors that underpin the sector may allow teacher educators to feel empowered to support teachers and their peers in a complex cultural and economic environment. Practical Implications: The practical implications propose a new way of working and thinking within the UAE context, and the framework can be applied and adapted to both the public and private sectors. Originality/value: Teacher educators have formal associations in the USA, Belgium, The Netherlands, Israel, and Australia and these associations have professionalized the industry and created standards and frameworks to support professional learning. No such associations or standards exist in the United Arab Emirates so this work offers significant value in an under-researched space.

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