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The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland

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dc.contributor.author Czerniawski, Gerry
dc.contributor.author Gray, Donal
dc.contributor.author MacPhail, Ann
dc.contributor.author Bain, Yvonne
dc.contributor.author Conway, Paul F.
dc.contributor.author Guberman, Ainat
dc.date.accessioned 2018-06-19T11:51:09Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/6906
dc.description peer-reviewed en_US
dc.description.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. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Journal of Education for Teaching;44 (2), pp. 133-148
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Journal Of Education For Teaching 2018 copyright Taylor & Francis, available online at: https://doi.org/10.1080/02607476.2017.1422590 en_US
dc.subject teacher educators en_US
dc.subject teacher training en_US
dc.subject professional development en_US
dc.subject professional learning en_US
dc.subject Ireland en_US
dc.subject Scotland en_US
dc.subject England en_US
dc.subject teacher education en_US
dc.title The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2018-06-19T11:42:31Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/02607476.2017.1422590
dc.date.embargoEndDate 2019-07-05
dc.embargo.terms 2019-07-05 en_US
dc.rights.accessrights info:eu-repo/semantics/embargoedAccess en_US
dc.internal.rssid 2740501
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Journal Of Education For Teaching
dc.description.status peer-reviewed


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