TY - JOUR
T1 - The professional developmental needs of higher education-based teacher educators
T2 - an international comparative needs analysis
AU - Czerniawski, Gerry
AU - Guberman, Ainat
AU - MacPhail, Ann
N1 - Publisher Copyright:
© 2016 Association for Teacher Education in Europe.
PY - 2017/1/1
Y1 - 2017/1/1
N2 - A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.
AB - A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.
KW - comparative education
KW - professional development
KW - professional learning
KW - Teacher education
KW - teacher educators
UR - http://www.scopus.com/inward/record.url?scp=84994161479&partnerID=8YFLogxK
U2 - 10.1080/02619768.2016.1246528
DO - 10.1080/02619768.2016.1246528
M3 - Article
AN - SCOPUS:84994161479
SN - 0261-9768
VL - 40
SP - 127
EP - 140
JO - European Journal of Teacher Education
JF - European Journal of Teacher Education
IS - 1
ER -