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The professional development of higher education-based teacher educators: needs and realities

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dc.contributor.author MacPhail, Ann
dc.contributor.author Ulvik, Marit
dc.contributor.author Guberman, Ainat
dc.contributor.author Czerniawski, Gerry
dc.contributor.author Oolbekkink-Marchand, Helma
dc.contributor.author Bain, Yvonne
dc.date.accessioned 2018-10-30T15:50:40Z
dc.date.issued 2018
dc.identifier.uri http://hdl.handle.net/10344/7265
dc.description peer-reviewed en_US
dc.description.abstract Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throughout their career. The purpose of the study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland, The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices and (iv) the inextricable link between teaching and research and consequently the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Professional Development in Education; 45 (5), pp.848-861
dc.relation.uri https://doi.org/10.1080/19415257.2018.1529610
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Professional Development in Education 2018 of publication copyright Taylor & Francis, available online at: https://doi.org/10.1080/19415257.2018.1529610 en_US
dc.subject teacher educators en_US
dc.subject professional learning en_US
dc.subject professional development en_US
dc.title The professional development of higher education-based teacher educators: needs and realities 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.identifier.doi 10.1080/19415257.2018.1529610
dc.date.embargoEndDate 2020-10-04
dc.embargo.terms 2020-04-04 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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