Professionally Developing as a Teacher Educator

Abstract

There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators’ professional development might be better understood and interpreted.

Teacher design teams as a strategy for professional development: the role of the facilitator

“…Also called "second order teachers", teacher educators not only teach a certain subject, they also teach others how to teach. Their tasks are therefore somewhat different from the tasks of a teacher (Loughran, 2014).…”

“…The professional development of teachers plays a crucial role in improving the quality of education and classroom practices (Loughran, 2014). Because one-day events such as seminars are not effective enough in bringing change to the teaching practice (McConnell, 2013), teachers' professional learning arrangements are shifting towards demand-driven models with teachers as active participants (Lim & Lee, 2014).…”

“…It could therefore reasonably be argued that an important difference between the notion of professional development in relation to teachers and teacher educators is enmeshed in the sense of professional autonomy and responsibility attached to the respective roles and their accompanying expectations (Loughran, 2014). If teacher educators have different roles than teachers, questions arise about the implementation of TDTs that consist of teacher educators.…”

Teacher Development in Higher Education in an EFL Context: Why Evaluate and How to Evaluate?

“…This means that some development practices are teacher-based initiatives, yet they are integrated in an intricate educational and societal system where assimilation is not an anticipated merit (Mirra & Morrell, 2011). Yet, such a fact does not deny the effectiveness of this individual practice, nor does it diminish the significance of teacher development and the manner utilised to attain advanced levels of teacher scholarship (Loughran, 2014). Teacher-based initiatives offer insights into teacher autonomy and perceptions of teacher learning detected in diverse educational systems and accomplished through diverse strategies.…”

Perceptions of Teacher Educators Regarding ICT Implementation in Israeli Colleges of Education

“…ing the expected change in training (Loughran, 2014;Thomas, Herring, Redmond, & Smaldino, 2013). Lecturers and pedagogical advisors, comprising the teacher educating faculty, are expected to serve as models for preservice teachers in leading change in education and in reaching the highest standards (Loughran, 2014;Thomas et al, 2013); these standards apply to ICT implementation processes as a lever for developing innovation and entrepreneurship in education, among other educational criteria (Ertmer & Ottenbreit-Leftwich, 2010;Pope, Hare & Howard, 2005).…”