Subject professional learning for teacher educators working on school-based initial teacher training programmes
Written by: Lin Goram
8 min read
LIN GORAM, NORFOLK TEACHER TRAINING CENTRE, UK
Teacher educators and professional learning
Teacher educators working as tutors on initial teacher training (ITT) programmes have not always been given appropriate opportunities for formal professional learning; this is due to a presumption that ‘if you can teach young people in schools you can therefore teach adults how to teach and how to teach more effectively’ (Czerniawski, 2023, p. 472).
Czerniawski goes on to draw a distinction between professional development and professional learning, with professional development taken to mean ‘delivery of some kind of information’ and professional learning to mean ‘an internal process in which individuals create professional knowledge through interaction with this information in a way which challenges previous assumptions and creates new meanings’ (2023, p. 469); professional learning has been characterised as ‘done ‘to’ and professional learning as ‘done by’.
Teach
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
- Baker K, Ward J, Nitta K et al. (2023) From colleagues to critical friends: Exploring avenues of professional learning to support equity-based pedagogies in mathematics education. Studying Teacher Education. DOI: 10.1080/17425964.2023.2233329.
- Coe R, Aloisi C, Higgins S et al. (2014) What makes great teaching? Review of the underpinning research. The Sutton Trust. Available at: www.suttontrust.com/wp-content/uploads/2014/10/What-Makes-Great-Teaching-REPORT.pdf (accessed 27 November 2024).
- Czerniawski G (2023) Professional development or professional learning: Developing teacher educators’ professional expertise. In: Tierney RJ, Rizvi F and Ercikan K (eds) International Encyclopedia of Education, 4th ed. Amsterdam: Elsevier, pp. 469–474.
- Czerniawski G, Kidd W and Murray J (2019) We are all teacher educators now: Understanding school-based teacher educators in times of change in England. In: Swennen A, Kosnik C and Murray J (eds) International Research, Policy and Practice in Teacher Education. Cham, Switzerland: Springer International Publishing, pp. 171–185.
- Dengerink J, Lunenberg M and Kools Q (2015) What and how teacher educators prefer to learn. Journal of Education for Teaching 41(1): 78–96.
- Department for Education (DfE) (2023) Initial teacher training census: Academic year 2023/24. Available at: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2023-24 (accessed 19 August 2024).
- Goram L (2023) Approaches to writing in the secondary English classroom. Impact 19: 20–23.
- Loughran J (2014) Professionally developing as a teacher educator. Journal of Teacher Education 65(4): 271+.
- Murray J (2021) Initial teacher education and learning for all our futures. Research in Teacher Education 11(1): 95–97.
- Murray J and Male T (2005) Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education 21: 125–142.
- Tannehill D (2016) My journey to become a teacher educator. Physical Education and Sport Pedagogy 21(1): 105–120.
- White S and Berry A (2023) School-based teacher educators: Understanding their identity, role, and professional learning needs as dual professionals. In: Menter I (ed) The Palgrave Handbook of Teacher Education Research. Cham, Switzerland: Palgrave Macmillan, pp. 257–276.
Subscribe
Please login to comment
0 Comments
Oldest
