Identifying school-based teacher educators' professional learning needs: an international survey

Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an internati...

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Bibliographic Details
Published in:European journal of teacher education 2024-12, Vol.47 (5), p.1005-1020
Main Authors: Czerniawski, Gerry, Guberman, Ainat, MacPhail, Ann, Vanassche, Eline
Format: Article
Language:English
Subjects:
comparative education
Comparative studies
continuing professional development
Needs analysis
Professional development
professional learning
school-based teacher educators
Teacher education
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Summary:Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) conducted in 12 countries. While the findings from this study reveal that most SBTEs receive some form of preparation for their role, they require that preparation to be more collaborative and target the pedagogic and research-related aspects of their work. The findings also indicate how much more needs to be done to recognise, address and support SBTEs' learning needs in relation to the rapidly-changing socio-economic, cultural and technological contexts that underpin the work of all teacher educators.
ISSN:0261-9768
1469-5928
DOI:10.1080/02619768.2023.2251658