Search results for: Czerniawski Gerry
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The purpose of this study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (England, Ireland, Israel, Norway, Scotland and The Netherlands) and to reveal influencing factors and affordances conducive to professional development. Semi-structured interviews constituted questions on professional learning opportunities and teacher education and research. Results from the interviews convey themes around the areas of (i) self-initiated professional development, (ii) the importance of experiencing professional development through collaboration with peers and colleagues, (iii) accessing opportunities to improve teacher education teaching practices, and (iv) the inextricable link between teaching and research and, consequently, the need to upskill in research skills. Discussion points that arise include the induction period, frustration and tension in navigation, haphazard professional learning and learning with, and from, each other.
Updated: Jul. 28, 2020
The Professional Developmental Needs of Higher Education-based Teacher Educators: An International Comparative Needs Analysis
The purpose of this international and comparative study is to examine what professional learning activities teacher educators value and what factors affect their participation in these activities. The findings reveal that two types of teacher educators’ professional learning needs arise from the data: (i) those involving the development of educational capacities related to their day-to-day remit as a teacher educator and (ii) those required for progressing an academic career, with research and writing skills being the most salient. Furthermore, this study emphasises the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.
Updated: Jun. 21, 2017
Professional Development for Professional Learners: Teachers’ Experiences in Norway, Germany and England
This article reports on the experiences of teachers who have had Continuing Professional Development (CPD) in Europe. The findings of this study reveal, in all three countries, similar discrepancies between the activities in which these teachers engage and the value they place on individual professional development. In most cases, teachers interviewed in this study identified not just a huge variation in their experience of professional development. According to these teachers, their professional development would appear to be neither systematic nor particularly successful. Furthermore, accountability is checked by the sorts of appraisals mentioned by many of these teachers. In many cases these are based on targets and observations, which can be used to apply pressure on individuals to take part in staff development, or indeed be used by teachers as its justification.
Updated: Nov. 17, 2015
Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Updated: Jan. 23, 2013
Emerging Teachers–emerging Identities: Trust and Accountability in the Construction of Newly Qualified Teachers in Norway, Germany, and England
The current article focuses on the construction of teacher identities in terms of trust and accountability. The article provides a comparison of the perspectives of new teachers from Norway, Germany, and England about their relationships to significant ‘others’, and how these influence their lives as teachers. The findings revealed a variation between these three national school systems in the ways that trust and accountability impact teachers' identity.
Updated: Jan. 09, 2013