The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Article
Czerniawski, G., Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul and Guberman, Ainat 2018. The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching. 44 (2), pp. 133-148. https://doi.org/10.1080/02607476.2017.1422590
Authors | Czerniawski, G., Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul and Guberman, Ainat |
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Abstract | Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts. |
Journal | Journal of Education for Teaching |
Journal citation | 44 (2), pp. 133-148 |
ISSN | 0260-7476 |
Year | 2018 |
Publisher | Taylor & Francis |
Accepted author manuscript | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02607476.2017.1422590 |
Web address (URL) | https://doi.org/10.1080/02607476.2017.1422590 |
Publication dates | |
Online | 05 Jan 2018 |
Publication process dates | |
Deposited | 06 Nov 2017 |
Accepted | 06 Nov 2017 |
Accepted | 06 Nov 2017 |
Copyright information | © 2018 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education for Teaching on 05/01/2018, available online: http://www.tandfonline.com/10.1080/02607476.2017.1422590 |
License | All rights reserved (under embargo) |
https://repository.uel.ac.uk/item/84929
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