Abstract:

In the field of education, the professional identity of teacher educators plays a crucial role in shaping the quality and effectiveness of teacher training programs. Central to this professional identity is the curricular domain. Understanding the perceptions and experiences of pedagogical instructors in relation to curriculum planning is essential for enhancing teacher education practices and ensuring the delivery of relevant and effective teacher preparation programs. Therefore, this study seeks to explore the professional identity (TPI) of teacher educators through an analysis of their macro perceptions of curriculum planning processes and their micro perceptions of the curriculum of pedagogical supervision. The professional identity of teacher educators encompasses various dimensions (Suarez & McGrath, 2022). Within this multifaceted identity, the curricular domain holds particular significance, as it involves the design, implementation, and evaluation of educational programs and materials (Bouckaert & Kools, 2018). Teacher educators are expected to exemplify expertise in curriculum development processes, including the ability to integrate theory and practice, adapt to diverse learner needs, and foster inclusive learning environments (Suarez & McGrath, 2022).

This study adopts a phenomenological qualitative approach to explore the perceptions of teacher educators regarding curriculum planning processes and the curriculum of pedagogical supervision. (Creswell, 2013). The research population consists of twelve teacher educators from a teacher training college in the central region, selected through convenience sampling. Data collection methods include semi-structured interviews and self-reflection documents, which provide rich insights into instructors' perceptions and experiences related to curriculum planning and pedagogical supervision.

Thematic analysis of the data revealed several key themes. In terms of curriculum planning processes, participants emphasized the significance of understanding the relevance of curriculum design to their roles as teacher educators. They articulated various conceptualizations of curriculum planning, ranging from broad, ecological perspectives to more focused discussions on specific components such as content and pedagogy. Additionally, teacher educators expressed diverse perspectives on curriculum variations, highlighting the need for flexibility and adaptability in response to individual student needs and contextual factors such as the ramifications of Covid-19 on pedagogy.

Conclusion:
This study offers valuable insights into the professional identity of teacher educators and their perceptions of curriculum planning processes and pedagogical supervision. By exploring the lived experiences of teacher educators, this study contributes to our understanding of the complex interplay between teacher educator identity and curriculum development practices. The findings underscore the significance of ongoing professional development and support for teacher educators, particularly in navigating educational transitions and emerging challenges such as those brought about by the COVID-19 pandemic. Future research directions may include further exploration of the factors influencing teacher educators' perceptions and practices in curriculum planning, as well as the development of innovative strategies for enhancing teacher education programs in response to evolving educational needs.

Keywords:

Curriculum planning, teacher educators, teacher professional identity.