Teacher Educators and Expansive Learning in the Workplace and Beyond

Abstract

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.

Factors Influencing Student’s Satisfaction in the Physiotherapy Education Program

“…3,7,12 Most of the prominent universities have a scheme of obtaining student's satisfaction surveys even after the completion of the program. [13][14][15] However, University of Gondar as a pioneer of physiotherapy education in Ethiopia lacks in the evaluation of physiotherapy program. 16 Universities' daily task is to increase the quality of their academic (teaching and learning process), research, and community services.…”

Μελέτη Της Φύσης Των Φυσικών Επιστημών

“…Expansive learning, where teachers participate to create and implement a radically new, wider and more complex object for their activity, is considered in the literature as a suitable method for PD-programs (e.g. Nanni, 2017; Daniels et al, 2004;Jóhannsdóttir, 2014;Postholm, M.B., 2020;Murray et al, 2020), that no "efficient" educator knows the content of the required learning. This content is produced cooperatively by the teachers and the researcher after the teachers have already faced a primary contradiction (displeasure) with the present situation.…”

“…Η επεκτατική μάθηση, όπου οι εκπαιδευόμενοι συμμετέχουν στην κατασκευή και εφαρμογή ενός ριζικά νέου, ευρύτερου και πιο πολύπλοκου αντικειμένου και ιδέας για τη δραστηριότητά τους, θεωρείται από τη βιβλιογραφία μία κατάλληλη μέθοδος για επιμορφωτικά προγράμματα εκπαιδευτικών από άλλες θεματικές (π.χ. Νάννη, 2017; Daniels et al, 2004;Jóhannsdóttir, 2014;Postholm, M.B., 2020;Murray et al, 2020), στα οποία κανένας «ικανός» δάσκαλος δεν γνωρίζει το περιεχόμενο της απαιτούμενης μάθησης. Το περιεχόμενο αυτό παράγεται συνεργατικά από τους εκπαιδευτικούς και τον ερευνητή, αφού οι ίδιοι οι εκπαιδευτικοί έχουν ήδη βιώσει μια πρωτογενή αντίφαση, δυσαρέσκεια, με την υπάρχουσα κατάσταση.…”