Identifying school-based teacher educators’ professional learning needs: an international survey

Gerry Czerniawski, Ainat Guberman, Ann MacPhail, Eline Vanassche

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) conducted in 12 countries. While the findings from this study reveal that most SBTEs receive some form of preparation for their role, they require that preparation to be more collaborative and target the pedagogic and research-related aspects of their work. The findings also indicate how much more needs to be done to recognise, address and support SBTEs’ learning needs in relation to the rapidly-changing socio-economic, cultural and technological contexts that underpin the work of all teacher educators.

    Original languageEnglish
    Pages (from-to)1005-1020
    Number of pages16
    JournalEuropean Journal of Teacher Education
    Volume47
    Issue number5
    DOIs
    Publication statusPublished - 2024

    Keywords

    • comparative education
    • continuing professional development
    • professional learning
    • school-based teacher educators
    • teacher education

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