The professional development of higher education-based teacher educators: needs and realities

MacPhail, Ann; Ulvik, Marit; Guberman, Ainat; Czerniawski, Gerry; Oolbekkink-Marchand, H.W.; Bain, Yvonne

doi:10.1080/19415257.2018.1529610

Cited by 92 publications

(77 citation statements)

References 37 publications

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“…This engagement is a key component of teacher educators' professional practice and development. It is closely related to the actual use of scientific knowledge from research in teacher education practice (Loughran, 2014;MacPhail et al, 2018). Researcherly disposition involves three inter-related dimensions: an affective, a cognitive, and a behavioral dimension.…”

Section: Teacher Educators' Perception Of Evidence-based Practicementioning

confidence: 99%

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

et al. 2020

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Teacher educators are encouraged to promote evidence-based practice in teaching and to use evidence for their own teaching. In the present study, teacher educators' attitudes, perceived challenges, and uses regarding evidence-based practice are described. Moreover, the extent to which personal factors are related to the use of evidence is investigated. In an exploratory study, 58 teacher educators from higher education participated in an online survey. The results reveal that teacher educators generally have a positive attitude toward evidence-based practice. They use evidence regularly, both for individual learning and for teaching purposes. Furthermore, the study reveals that teacher educators with more experience in research and teaching have a more positive attitude toward evidence-based practice and higher uses of evidence. In comparison, less experienced teacher educators perceived more challenges. It is discussed, how teacher educators can be supported in their professional learning, particularly in light of the increasing scientific knowledge base in education.

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Section: Teacher Educators' Perception Of Evidence-based Practicementioning

confidence: 99%

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

et al. 2020

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“…Hence, TEs who enter the profession through these various pathways have distinct needs for support to develop pedagogical content knowledge (PCK) for teacher education (Abell et al, 2007) and to understand the systems and cultures of K-12 schools (Yuan, 2015), as well as those of higher education. Despite variations across international contexts or professional pathways into teacher education, there is a strong need for TE professional development (Akyeampong, 2017;Czerniawski, Guberman, & MacPhail, 2017;Hökkä, Vähäsantanen, & Mahlakaarto, 2017;MacPhail et al, 2019;Van der, Kools, Avissar, White, & Sakata, 2017;Vanassche et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Most TEs are former classroom teachers, although recent years have seen an increase in TEs without any P-12 teaching experience (Mayer, Mitchell, Santoro, & White, 2011 ; Yuan, 2015 ). Regardless of their pathways into the profession, most TEs receive no formal preparation (MacPhail et al, 2019 ; Zeichner & Conklin, 2005 ). Advanced degree programs in education (i.e.…”

Section: Introductionmentioning

confidence: 99%

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice

Weinberg

Balgopal

McMeeking

2021

Int J of Sci and Math Educ

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Quality STEM teacher education is predicated on teacher educators who are wellequipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

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“…Some of the difficulties pre-service teachers face as they begin their careers in teaching, are rooted in organizational and new work environment. It takes time to understand the basic organizational life of the school, deal with the challenges that the students provide and often these teachers may find themselves lacking tools to deal with the problems and difficulties they face in their work (Blomberg & Knight, 2015;MacPhail et al, 2019;Wolff et al, 2015). Novice teachers sometimes experience shock in their first year of work, usually because they find it hard to focus on difficulties and needs they encounter, while the school management lacks to provide support (Caspersen, & Raaen, 2014;Gagen & Bowie, 2005;Tschannen-Moran & Woolfolk Hoy, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Role of Pedagogical Practices in Novice Teachers' Work

Sasson,

Kalir,

Malkinson

2020

EUROPEAN J ED RES

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Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' selfefficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.

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The professional development of higher education-based teacher educators: needs and realities

Cited by 92 publications

References 37 publications

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice

The Role of Pedagogical Practices in Novice Teachers' Work

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