Personal professional trajectories of novice and experienced teacher educators in a professional development community

Charting the elements of pedagogic frailty

“…In the context of higher education teaching, one might observe pedagogic frailty (Kinchin, 2016) when colleagues find the cumulative pressures of academia eventually inhibiting their capacity to change practice in response to an evolving teaching environment, leading them to adopt what they might consider a 'safe' and sustainable pedagogic approach (Canning, 2007). Pedagogic frailty may Final edited version prior to publication (24 th contribute to recently observed occurrences of the arrested professional development of university teachers, in which they have been described as experienced non-experts (Brody and Hadar, 2015;Van Waes et al, 2015). Moreover, such an outcome may in fact be against the typical aspirations of the teaching researcher, whereby motives for professional and personal development are in dissonance with the cultural normalisation towards safe teaching.…”

Benefits for coteachers of students with disabilities: Do contextual factors matter?

“…Research on novice and experienced teachers may provide some insight, although it is not known whether these findings necessarily relate to coteaching. For example, novice postsecondary teachers were more open to learning new practices (Brody & Hadar, ). Conversely, experienced special education teachers tended to report more emotional exhaustion than younger coteachers (Williams & Dikes, ); yet, the dynamics of burnout need to be further studied.…”

The sustainability of change in teacher beliefs and practices as a result of an overseas professional development course

“…In the final change stage, teachers translate the awareness of new beliefs and practice into renewal of teaching practice. As Brody andHadar (2011, 1231) explain, 'This phase takes many forms, from surface change in terms of teaching strategies to deeper change as evidenced by creating new pedagogy paradigms. '…”

“…To enrich the current understanding of the personal professional trajectories model, this study proposed a new component to modify the model of Brody and Hadar (2011) so as to render it more comprehensive for investigation of the holistic longitudinal nature of transformation (see Figure 2). Within this modified model, the relationship among all stages is reciprocally causative.…”

“…Based on the previous sections' discussions, this overseas PDC model is based on a sociocultural learning perspective, emphasising that learning and professional growth depend on individual endeavour and improvement, which are socially and culturally situated. Therefore, the conceptual framework adopted by this study is the work of Brody and Hadar (2011), a four stage model which is dynamic in nature. Although Brody and Hardar tested their model on a group of teacher educators, this study found their model perfectly applies to in-service teachers' professional development process.…”