‘It’s all about paying attention!’ … but to what? The ‘6 Ms’ of mentoring the professional learning of teacher educators

Capturing the process of critical reflective teaching practices through e-portfolios

“…As a result, we as instructors were able to engage with teachers more responsively during class and after the completion of both the US and Greek components. This sharing of critical ideas and reflections via the e-portfolio platform proved essential to our growing awareness and thinking of intercultural learning and our ongoing self-study of our teaching practice Willemse 2006, Davey andHam 2010). Several recommendations emerge as a result of this study.…”

Role Perception among Faculty Members at Teacher Education Colleges

“…However, little is known about the meaning and essence of teacher educators' professional development (Loughran, 2006;Murray & Male, 2005;. Many researchers (Celik, 2011;Davey & Ham, 2010;Koster, 2005;Lunenberg & Hamilton, 2008; claim that one of the major challenges that teacher educators face as trainers of future teachers is the need to develop professionally within their own fields. Their professional development is expressed in their being consumers of knowledge.…”

Pushing the envelope on what is known about professional development: the virtual school experience

“…Beyond the United States, others are making strides to transform professional development for teachers. In New Zealand's In-Service Teacher Education Project (INSTEP), facilitators worked with teachers to implement and understand important features of professional learning to be attended to in mentoring teachers (Davey and Ham 2010). Throughout the course of their two-year study, they noted that relevant professional learning is tied to teachers' practice and everyday realities of the classroom, allows teachers to be the subjects of their own inquiry, is manageable, is sustainable over time, balances support and challenge and empowers teachers.…”

“…In Israel, teachers engaged in self-regulated learning as professional development, which provided teachers with opportunities to be active participants in their own learning, ultimately helping them to demonstrate increased content and pedagogical knowledge (Kramarski and Revach 2009). Together, the principles set forth by Learning Forward (2012), INSTEP (Davey and Ham 2010), lesson study (Ono et al 2011) and self-regulated learning (Kramarski and Revach 2009) illustrate a concept known as job-embedded professional development (Yendol-Hoppey and Dana 2010).…”