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.