Writing as a journey of professional development for teacher educators

Shteiman, Yehudit; Gidron, Ariela; Eilon, Batia; Katz, Pnina

doi:10.1080/19415250903457562

Cited by 14 publications

(8 citation statements)

References 14 publications

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“…Griffiths et al, 2010;Roberts & Weston, 2014 Personal ambition (29) Personal interest ( 13) Desiring to learn or to improve relevant aspects of their work, which may vary from very general (e.g., contributing to the field of teacher education) to very person-related or individual (e.g., solving issues in one's own teaching practice). Capobianco, 2007;Castle, 2013;Jones et al, 2011;Karagiorgi & Nicolaidou, 2013;Kosnik et al, 2015;Lovin et al, 2012;Lunenberg et al, 2010;Monroe, 2013;Peeraer & Van Petegem, 2012;Petrarca & Bullock, 2014;Roberts & Weston, 2014;Shteiman et al, 2010;White et al, 2014 Personal responsibility (16) Feeling responsible or the need to learn new knowledge about student teachers' learning or to improve weak parts of their own teaching practices.…”

Section: Learning Through Academic Engagementmentioning

confidence: 99%

Teacher educators' professional learning: A literature review

Ping

Schellings

Beijaard

2018

Teaching and Teacher Education

192

130

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Section: Learning Through Academic Engagementmentioning

confidence: 99%

Teacher educators' professional learning: A literature review

Ping

Schellings

Beijaard

2018

Teaching and Teacher Education

192

130

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“…Moreover, its implementation is ambiguous. This role could involve the exchange of research results (Day, 1995), the preparation of joint publications (Shteiman, Gidron, Eilon, & Katz, 2010), the adoption of a stance of inquiry (Tack & Vanderlinde, 2014) or the conducting of practical research (Cochran-Smith & Lytle, 2009;Kelchtermans, Vanassche, & Deketelaere, 2014;Lunenberg, Dengerink, & Korthagen, 2014;Murray, 2010).…”

Section: The Teacher Educator's Professional Identity and Professional Rolesmentioning

confidence: 99%

Teacher educators developing professional roles: frictions between current and optimal practices

Meeus

Cools

Plackle

2017

European Journal of Teacher Education

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This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators.

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“…In the way the LPL program was structured and conducted, case writing was intended as a professional learning approach in which, through a stance of inquiry, teacher leaders might generate knowledge of leadership that was local, public and communally built. Shteiman, Gidron, Eilon and Katz (2010) drew attention to writing as an approach to professional learning in which publication stands as both the dissemination of knowledge for, in and of practice and as a reminder that it is a combination of all of these that must frame professional learning. We concur.…”

Section: Discussionmentioning

confidence: 99%

Public Anticipation Yet Private Realisation: The Effects of Using Cases as an Approach to Developing Teacher Leaders

Clemans

Berry

Loughran

2012

Australian Journal of Education

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Recent research has begun to conceptualise the professional learning of practising teachers who take on leadership roles in schools. In this vein, this article draws on a qualitative interview-based study designed to investigate case writing as a professional learning approach. It focuses on the way in which writing of a published case encouraged teacher leaders to articulate their growing knowledge about leadership. Data indicate that teacher leaders' anticipation of a public audience for their case writing was the feature that compelled them to consolidate and articulate their knowledge. But teachers' traditional positioning as knowledge consumers (rather than as knowledge producers) led to their fragile confidence to later share the professional knowledge they had developed. The outcomes of this study hold implications for case writing as an approach to developing teacher leaders and for professional learning programs that seek to shift practitioner and public knowledge of teacher leadership into professional communities.

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Writing as a journey of professional development for teacher educators

Cited by 14 publications

References 14 publications

Teacher educators' professional learning: A literature review

Teacher educators' professional learning: A literature review

Teacher educators developing professional roles: frictions between current and optimal practices

Public Anticipation Yet Private Realisation: The Effects of Using Cases as an Approach to Developing Teacher Leaders

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