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.
AuthorsCzerniawski, G., Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul and Guberman, Ainat
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.

JournalJournal of Education for Teaching
Journal citation44 (2), pp. 133-148
ISSN0260-7476
Year2018
PublisherTaylor & Francis
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1080/02607476.2017.1422590
Web address (URL)https://doi.org/10.1080/02607476.2017.1422590
Publication dates
Online05 Jan 2018
Publication process dates
Deposited06 Nov 2017
Accepted06 Nov 2017
Accepted06 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
LicenseAll rights reserved (under embargo)
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https://repository.uel.ac.uk/item/84929

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