Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

Cui Ping; Gonny Schellings; Douwe Beijaard

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Chapter 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

于Education beyond Crisis

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Cui Ping

Cui Ping
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Gonny Schellings

Gonny Schellings
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Douwe Beijaard

Douwe Beijaard
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类型:: 章节

Page Range:: 249–276

DOI:: https://doi.org/10.1163/9789004432048_014

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Abstract

This study aims at gaining a deeper understanding of what, how, and why teacher educators learn about their work. It is a follow-up study of a questionnaire study into teacher educators’ professional learning. Through an interview, eleven teacher educators were asked for their personal examples with regard to what they have learned for their work as well as how and why they have learned that. These examples were then analyzed for themes related to the content of learning, learning activities, and reasons for learning. Reported examples of learning content cover a diverse range of professional knowledge themes with a focus on knowledge of pedagogy and experience-based knowledge. Reported examples of learning activities concern mainly personal informal initiatives to learn; the teacher educators reported only a few examples of formal learning opportunities. Reported examples of reasons for learning range from personal interest to meeting job demands. These findings indicate that teacher educators’ work is a profession with an own knowledge base, that it is important to value informal learning activities and to offer teacher educators the opportunity to decide to participate in formal learning activities. Teacher educators’ intrinsic drive to learn appears to be inherent in their work with student teachers – seeing the value of their work.

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Education beyond Crisis

Challenges and Directions in a Multicultural World

丛编： ISATT Conference Series, 卷： 1

ISBN:: 9789004432048

出版社:: Brill

印刷出版日期:: 09 Jun 2020

Subjects
- Education

Front Matter

Preface

Figures and Tables

Notes on Contributors

Part 1 Directions for the Future of Teaching

Chapter 1 The Impact of Reform Policies on Teachers and Their Practices

Chapter 2 Student Voice in Teaching Writing

Chapter 3 Vertical Curriculum Design and Evaluation of Citizenship Skills

Chapter 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education

Chapter 5 Towards Broader Views on Learning to Teach

Part 2 Challenges of the Contemporary Teaching Context

Chapter 6 From Integration to Inclusion

Chapter 7 Art and Inclusive Initial Education

Chapter 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum

Chapter 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation

Chapter 10 Innovative Practices in Teacher Education

Chapter 11 Educating Refugee Students

Chapter 12 EFL Writing in Romania

Chapter 13 Teacher Practical Reasoning When Implementing Curriculum Reforms

Chapter 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

Chapter 15 Exploring Teacher Educators’ Professional Identity

Chapter 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon

Chapter 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation

Back Matter

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Chapter 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

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Education beyond Crisis

Challenges and Directions in a Multicultural World

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