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Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification
This paper explores one thread from a longitudinal research programme: that relating to senior managers’ and teacher educators’ reported views and experiences of the collaboration and the impact of the co-constructive approach taken on professional development. It examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The findings suggest that co-construction of a programme can provide an effective approach to developing teacher education. In this collaboration, because the two elements of trust and shared understanding were achieved, the teacher educators in both countries were empowered to analyse critically what the UK participants brought in the context of local practice.
Updated: Mar. 07, 2017