The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland

Gerry Czerniawski (Lead / Corresponding author), Donald S. Gray, Ann MacPhail, Yvonne Bain, Paul Conroy, Ainat Guberman

    Research output: Contribution to journalArticlepeer-review

    20 Citations (Scopus)
    503 Downloads (Pure)

    Abstract

    Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their own professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.
    Original languageEnglish
    Pages (from-to)133-148
    Number of pages16
    JournalJournal of Education for Teaching
    Volume44
    Issue number2
    Early online date5 Jan 2018
    DOIs
    Publication statusPublished - 2018

    Keywords

    • England
    • Ireland
    • Scotland
    • Teacher education
    • professional development
    • professional learning
    • teacher educators
    • teacher training

    Fingerprint

    Dive into the research topics of 'The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland'. Together they form a unique fingerprint.

    Cite this