Developing a Pan-European Approach to Teacher Educators

Article


Kidd, W., Mcmahon, A. and Viswarajan, S. 2019. Developing a Pan-European Approach to Teacher Educators. Research in Teacher Education. 9 (2), pp. 39-45. https://doi.org/10.15123/uel.88z7v
AuthorsKidd, W., Mcmahon, A. and Viswarajan, S.
Abstract

This paper explores from an English perspective the outcomes of the InFo-TED* Summer Academy: a pan- European attempt to encourage collaboration in professional development for teacher educators (see Conway et al., 2015; Czerniawski et al., 2017). In exploring the experience and outcomes of collaborative professional development through the InFo-TED project, we recognise that the diversity of teacher education routes in England and shifting policy landscapes (Murray et al., 2017) create salient opportunities to explore the English context in line with European policy directives (Czerniawski et al., 2018; Vanassche et al., 2019) and the enacted and lived professional experiences of other European colleagues in this shifting field. To do this, this paper draws upon the auto-ethnographical reflections, vignettes and journals of Summer Academy participants, seeking to situate teacher educators’ practices within the ‘concrete context’ of teacher education reform (Vanassche et al., 2015). Within this context, we argue, is the need for a returned attention to teacher educators’ development.

JournalResearch in Teacher Education
Journal citation9 (2), pp. 39-45
ISSN2046-1240
2047-3818
Year2019
PublisherThe School of Education and Communities, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88z7v
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OnlineNov 2019
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Deposited11 Feb 2021
Copyright holder© 2019 The Authors
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