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The professional development of higher education-based teacher educators: needs and realities
MacPhail, Ann; Ulvik, Marit; Guberman, Ainat; Czerniawski, Gerry; Oolbekkink-Marchand, Helma; Bain, Yvonne
The full text of this article will not be available in ULIR until the embargo expires on the 04/04/2020 Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throughout their career. The purpose of the study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland, The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices and (iv) the inextricable link between teaching and research and consequently the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.
Keyword(s): teacher educators; professional learning; professional development
Publication Date:
2018
Type: Journal article
Peer-Reviewed: Yes
Language(s): English
Institution: University of Limerick
Citation(s): Professional Development in Education;
https://doi.org/10.1080/19415257.2018.1529610
Publisher(s): Taylor and Francis
First Indexed: 2018-11-01 06:25:10 Last Updated: 2018-11-01 06:25:10