The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
Article
Czerniawski, G., Guberman, Ainat and MacPhail, Ann 2016. The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education. 40 (1), pp. 127-140. https://doi.org/10.1080/02619768.2016.1246528
Authors | Czerniawski, G., Guberman, Ainat and MacPhail, Ann |
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Abstract | A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1,158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development (InFo-TED): Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise. |
Journal | European Journal of Teacher Education |
Journal citation | 40 (1), pp. 127-140 |
ISSN | 0261-9768 |
Year | 2016 |
Publisher | Taylor & Francis |
Accepted author manuscript | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02619768.2016.1246528 |
Publication dates | |
02 Nov 2016 | |
Publication process dates | |
Deposited | 19 Sep 2016 |
Accepted | 04 Oct 2016 |
Copyright information | This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 02.11.16, available online: http://www.tandfonline.com/10.1080/02619768.2016.1246528. |
License | All rights reserved |
https://repository.uel.ac.uk/item/84yxq
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