This study is designed to explore how the ecological context of teacher education influences affect South Korean teacher educators' professional development.
Brooker (2010), for example, reports on ways that parents' validation (or invalidation) of educators' professional status (in two UK settings) had different effects on educators' sense of professionalism.
One of the policy arguments for educators' professional development is to create a coherent, cost-effective, and scaleable training program, which often results in a "one-size-fits-all" training.
The paper does not seek to prescribe specific solutions but considers curriculum design principles that can help address the challenges faced by educators, professional and industry partners in developing graduate attributes within the CAPE domain.
Moreover, that while a policy focus on large-scale elements of professionalisation are important, so too is attention to the ways workplace cultures and relations with families and colleagues have the capacity to enable or constrain educators' professional status.
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These simple interventions could be supported and highlighted nationally by pre-service educators, professional organizations, and facility administrators.
In using such pedagogical models, the clinical educators' professional approaches have a significant impact on the content in focus and the knowledge conveyed to students.
In violence prevention with men, the use of 'real' men (whether as peer educators, professional facilitators or marketing spokespeople) embodies the same tension noted above.
Involving a broad range of stakeholders, including pre-service educators, professional organizations, clinical supervisors, and hospital administrators, can help create the enabling environment needed to implement and sustain the change.
