Teacher Educators' Professional Learning: Perceptions of Dutch and Chinese Teacher Educators

Autor/inn/en	Ping, Cui; Schellings, Gonny; Beijaard, Douwe; Ye, Juyan
Titel	Teacher Educators' Professional Learning: Perceptions of Dutch and Chinese Teacher Educators
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 3, S.262-281 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1725808
Schlagwörter	Teacher Educators; Faculty Development; Teacher Educator Education; Relevance (Education); Teacher Attitudes; Teacher Characteristics; Educational Attainment; Professional Identity; Self Concept; Context Effect; Comparative Education; Foreign Countries; China; Netherlands + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Relevance; Relevanz; Lehrerverhalten; Bildungsabschluss; Bildungsgut; Selbstkonzept; Vergleichende Erziehungswissenschaft; Ausland; Niederlande
Abstract	This survey study explores how teacher educators perceive relevant aspects of professional learning in their practice. These aspects were considered as important by teacher educators in a previous review study. A total of 583 Dutch and Chinese teacher educators completed a digital questionnaire regarding the content of teacher educators' learning, their learning activities, and reasons for learning. Most teacher educators perceived all professional learning aspects as relevant for their practice. The professional learning scales showed correlations with several background variables, such as educational degree and how teacher educators perceive their identity in the teacher education institutes. When comparing Dutch and Chinese teacher educators, significant differences were only found in their perceptions of research-related scales and the scale "getting input from others". It can be concluded that all aspects are essential for learning and functioning. The differences between Dutch and Chinese teacher educators were related to the contexts in which they work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01