Collaborative teacher educator professional development in Europe: different voices, one goal

Abstract

In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national borders. Data included personal narratives about learning and documentary analysis of written accounts of the forums' activities. Following a collaborative self-study approach we utilised an interactive exploration of the data, using coding techniques derived from grounded theory. We conclude that our professional learning can be seen through two inter-related perspectives. The first perspective is the interplay between our own learning and the ways in which we want to support colleagues in their professional development. The second perspective is the reciprocal effect of working in national as well as in transnational contexts. By studying our professional learning processes we developed insights into how a shared communal international forum can be established without losing individual voices and national perspectives. Moreover, through our involvement in an international forum we also continue to develop our own self-understanding as 'educators of teacher educators'.

Research capacity building in and on teacher education: developing practice and learning

“…In our own practices as educators of teacher educators (Lunenberg et al, 2017), including as research mentors, we will endeavour to deploy the learning gained from writing this article in our own institutions and national contexts. And our current pan-European project, InFo-TED (https://info-ted.eu/), brings us ongoing opportunities to work with like-minded colleagues in ensuring that research capacity-building initiatives remain a central and vital element of European teacher education.…”

Untitled

“…Yet, it can be argued that comparative perspectives could "help to inject a more critical, reflective and context sensitive dimension into continuing professional development for teachers" (Crossley & Watson, 2009, p. 644). Lunenberg, Murray, Smith, and Vanderlinde (2017) emphasized that working in transnational contexts can be influential in learning without sacrificing individual or national perspectives. While there have been reports that examined the effects of participating in transnational education consortiums and forms (Lunenberg et al, 2017;Thakrar, Zinn, & Wolfenden, 2009), there has been few attempts to determine who benefits from international professional development for teachers and in what ways.…”

“…Lunenberg, Murray, Smith, and Vanderlinde (2017) emphasized that working in transnational contexts can be influential in learning without sacrificing individual or national perspectives. While there have been reports that examined the effects of participating in transnational education consortiums and forms (Lunenberg et al, 2017;Thakrar, Zinn, & Wolfenden, 2009), there has been few attempts to determine who benefits from international professional development for teachers and in what ways. While Corey, Lemon, Gilbert, and Ninomiya (2016) did look at the benefits of a particular method of Japanese professional development on American teachers, the focus appeared to be on the method rather than the content or impact.…”

Lærerutdanneres profesjonelle utvikling

“…Laererutdannerne har et mangfold av bakgrunner, og det er få studier som sier noe om hva deres profesjonell utvikling kan innebaere (Lunenberg, Murray, Smith & Vandelinde, 2016). Det finnes heller ingen spesifikk utdanning for yrkesgruppen, og mye av jobben må laeres underveis.…”

“…Hvordan en yrkesutøver oppfatter jobben sin, «task perception» som det heter på engelsk, inngår i en profesjonsutøvers selvforståelse (Kelchtermans, 2009). Mangfold av bakgrunner tilsier videre at laererutdannere har ulike behov når det gjelder profesjonell utvikling (Lunenberg et al, 2016). Det blir derfor viktig at de selv får innflytelse på sin egen utvikling (Vanassche et al, 2015).…”