The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland

Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities...

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Bibliographic Details
Published in:Journal of education for teaching : JET 2018-03, Vol.44 (2), p.133-148
Main Authors: Czerniawski, Gerry, Gray, Donald, MacPhail, Ann, Bain, Yvonne, Conway, Paul, Guberman, Ainat
Format: Article
Language:English
Subjects:
Beginning teachers
Data Analysis
Demography
Design
Education
Education policy
Educational Needs
Educational Policy
England
Expectations
Faculty Development
Foreign Countries
Higher Education
Ireland
Learning
Needs Assessment
Occupations
Polls & surveys
Professional Development
professional learning
Professional Training
Qualitative Research
Quantitative analysis
Scotland
Statistical Analysis
Teacher Education
Teacher Educators
Teacher Improvement
Teacher Surveys
teacher training
Teachers
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Summary:Against a rapidly changing policy landscape for teacher education, exacerbated by 'Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators' priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators' professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.
ISSN:0260-7476
1360-0540
DOI:10.1080/02607476.2017.1422590