The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

Gerry Czerniawski, Ainat Guberman, Ann MacPhail

    Research output: Contribution to journalArticlepeer-review

    Abstract

    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.

    Original languageEnglish
    Pages (from-to)127-140
    Number of pages14
    JournalEuropean Journal of Teacher Education
    Volume40
    Issue number1
    DOIs
    Publication statusPublished - 1 Jan 2017

    Keywords

    • comparative education
    • professional development
    • professional learning
    • Teacher education
    • teacher educators

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