In the 2018 International Forum for Teacher Educator Development (InFo-TED) Summer Academy, we, seven teacher educators from Belgium, England, Israel, Norway, and Scotland, became interested in strengthening our ICT competence. At an international conference in June 2019, we presented our personal stories about how we used ICT in our teaching, and what we wanted to learn more about. In June 2020 we wrote a new narrative describing our experiences with ICT which was forced upon us in the spring of 2020. In this narrative, we reflected on how we think our practice will change post-Covid-19. In this paper, we discuss our new narratives in relation to those we wrote in 2019. The two sets of stories were formed into seven vignettes seeking an answer to: 1) How did teacher educators (we) experience the Covid-19 which forced the need for change in working only online, and 2) How do we foresee that the current pandemic will change our future practice? The vignettes show we have had a steep learning curve regarding the technicalities of using ICT, exploring on our own as we were working from home. Moreover, we believe we will not return to pre-Covid-19 ways of teaching as we realise that ICT has not been fully exploited. Yet, we still need to find ways to combine ICT with our pedagogical visions as teacher educators. There are differences, benefits and disadvantages, related to our respective contexts, disciplines and competence. However, we found more similarities than differences. The latter is used to feed into each other’s professional learning. We all had to learn how to manage technical issues, and now we need to find ways to incorporate ICT critically and reflectively to model good teaching in teacher education. Covid-19 was a Black Swan which forced us to change. Now it is time to position ourselves as teacher educators in a changed reality.
Research on the professional learning of teacher educators is a relatively young and under-researched area, despite the importance of this occupational group in the fastchanging area of teacher education internationally. Past provision for learning has often focused on either one-off professional development events or workplace learning. Aiming to develop new knowledge and understanding of professional learning for teacher educators, this article attempts firstly, to analyse the impact of a one-off learning event, offered by the European InFo-TED group, on its participants, and secondly, to look at where and how the learning generated there developed further learning back in the workplace. Deploying a conceptual framework emphasizing participatory professional learning and Engestrom's concept of expansive learning, we explore how these two forms of learning might be planned and implemented in order to provide integrated, professionally relevant and enduring forms of learning.
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