What and How Teacher Educators Prefer to Learn

Autor/inn/en	Dengerink, Jurriën; Lunenberg, Mieke; Kools, Quinta
Titel	What and How Teacher Educators Prefer to Learn
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 41 (2015) 1, S.78-96 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2014.992635
Schlagwörter	Teacher Educators; Teacher Educator Education; Learning Activities; Preferences; Teaching Experience; Individual Needs; Needs Assessment; Sociometric Techniques; Faculty Development; Teacher Characteristics; Learning Processes; Learning Strategies; College Faculty; Elementary School Teachers; Secondary School Teachers; Cohort Analysis; Questionnaires; Educational Needs; Profiles; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernaktivität; Bedarfsermittlung; Soziometrie; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fakultät; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kohortenanalyse; Fragebogen; Educational need; Bildungsbedarf; Charakterisierung; Profilanalyse; Ausland; Niederlande
Abstract	In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, "learning profiles" have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators' initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01