Search results for: Boei Fer
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Fostering Teacher Educators’ Professional Development in Research and in Supervising Student Teachers’ Research
Teacher educators, who work at institutes for higher vocational education, should now engage in research. Hence, they suppose to become familiar with research knowledge and skills. Furthermore, they have to supervise student teachers in conducting research. This study explored whether and how different professional development activities for teacher educators contribute to the tasks set. The authors found that all activities influenced the participants’ opinions about practice-based research as a concept and about the need to add research as a new task within teacher education. Furthermore, it was found that all the participants claimed to have increased their knowledge about research developed a better understanding of research skills.
Updated: Nov. 01, 2017
This study focuses on the learning outcomes and professional development goals formulated by teacher educators who took part a professional development programme while putting together their registration portfolio. Findings were compared with those of a study on the first cohort in 2002, without the support of a professional development programme. The authors conclude that research shows that important aspects of the professional development of teacher educators are a clear frame of reference, attention for the important roles of teacher of teachers and teacher–researcher, inquiry-driven learning in a diverse community of teacher educators, interaction with practice, and inquiry into one’s own practice.
Updated: Apr. 13, 2016