Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy
The purpose of this paper is to explore a Flemish intervention designed to support teacher educators’ professional development in
general, and teacher educators’ role as researchers in particular. The results suggest that teacher educators who participated in the
intervention express a stronger confidence towards conducting research, absorb more research into their own practice, and value the
relevance of their role as a ‘researcher’ to improving their role as a ‘teacher educator’.
Publication Year: 2016 | Updated in ITEC: March 2, 2017
Facilitating Professional Development during International Practicum: Understanding our Work as Teacher Educators through Critical Incidents
This article describes collaborative self-study details the experiences of two teacher educators, who led teacher candidates on international practicum placements. This study documents the complexities of two teacher educators’ work in unfamiliar cultural contexts and highlights tensions to be navigated as a teacher educator in an international practicum setting. The analyzes of their experiences make it clear that they as teacher educators were on a learning journey similar to that of their teacher candidates. Collaborative analysis of the critical incidents conducted during this self-study enabled them to acquire greater understandings of their academic, professional, and personal identities.
Publication Year: 2016 | Updated in ITEC: February 26, 2017
Being and Becoming a Mathematics Teacher Educator in and for Differing Contexts: Some Lessons Learned
In this study, the author examines how differing locations and cultural contexts shaped her understandings of being and becoming a mathematics teacher educator. The purpose was to improve the author's own practice, accompanied by the hope that what she learned could also be potentially beneficial to other teacher educators. During this self-study, the author has become convinced that deliberations regarding mathematics education may be futile unless considerations regarding context, or culture, are central to decision-making. She has learned, but frequently must relearn, that she cannot impose his views of mathematics, or mathematics education, on others. Thus she can work toward transforming her practice while, at the same time, supporting teachers as they engage in the hard work of transforming their own.
Publication Year: 2013 | Updated in ITEC: January 25, 2017
Facilitating Self-study of Teacher Education Practices: Toward A Pedagogy of Teacher Educator Professional Development
The present paper reports on a two-year study of a self-study research group facilitation. The pedagogical rationale of the facilitation consisted of four pedagogical principles that served as the theoretical background for the actual facilitating actions and interventions. This was highlighted by formulating these principles as a series of propositions providing clear guidelines for the authors' interventions. The interpretative analysis served as an analytical refinement of these propositions, resulting in a number of amendments to the original phrasing in terms of conditions for successful facilitation of professional development. The authors conclude that contextualized analyses of cases such as these provide exemplary illustrations of what the enactment of general principles from the literature in particular instances of practice might look like and what factors influence that enactment and the possible outcomes.
Publication Year: 2016 | Updated in ITEC: January 25, 2017