Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal

Article


Lunenberg, Mieke, Murray, J., Smith, Kari and Vanderlinde, Ruben 2016. Collaborative Teacher Educator Professional Development in Europe: Different Voices, One Goal. Professional Development in Education. 43 (4), pp. 556-572.
AuthorsLunenberg, Mieke, Murray, J., Smith, Kari and Vanderlinde, Ruben
Abstract

In this paper we present an embedded case study focussed on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to get more insights into the complicated processes of professional learning across national borders. Data included personal narratives about learning and documentary analysis of written accounts of the forums’ activities. Following a collaborative self-study approach we utilised an interactive exploration of the data, using coding techniques derived from grounded theory.
We conclude that our professional learning can be seen through two inter-related perspectives. The first perspective is the interplay between our own learning and the ways in which we want to support colleagues in their professional development. The second perspective is the reciprocal effect of working in national as well as in transnational contexts. By studying our professional learning processes we developed insights in how a shared communal international forum can be established without losing individual voices and national perspectives. Moreover, by our involvement in an international forum we also continue to develop our own self-understanding as ‘educators of teacher educators’.

JournalProfessional Development in Education
Journal citation43 (4), pp. 556-572
ISSN1941-5257
Year2016
PublisherTaylor & Francis
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1080/19415257.2016.1206032
Web address (URL)https://doi.org/10.1080/19415257.2016.1206032
Publication dates
Online26 Jul 2016
Publication process dates
Deposited26 Aug 2016
Accepted22 Jun 2016
Accepted22 Jun 2016
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 26.07.16, available online: http://www.tandfonline.com/10.1080/19415257.2016.1206032
LicenseAll rights reserved (under embargo)
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