Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community

Autor/inn/en	Brody, David L.; Hadar, Linor L.
Titel	Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community
Quelle	In: Teacher Development, 19 (2015) 2, S.246-266 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2015.1016242
Schlagwörter	Beginning Teachers; Experienced Teachers; Communities of Practice; Faculty Development; Teacher Educators; Responses; Teacher Attitudes; Thinking Skills; Comparative Analysis; Inquiry; Expertise; Resistance to Change; Classification; Self Concept; Educational Change; Change Strategies; Foreign Countries; Qualitative Research; Interviews; Longitudinal Studies; Reflection; Content Analysis; Professional Identity; Knowledge Level; Withdrawal (Psychology); Participation; Israel + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Community; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Denkfähigkeit; Expert appraisal; Classification system; Klassifikation; Klassifikationssystem; Selbstkonzept; Bildungsreform; Lösungsstrategie; Ausland; Qualitative Forschung; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Inhaltsanalyse; Wissensbasis; Rückzugsverhalten; Teilnahme
Abstract	Experience in the workforce influences teacher educators' responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory model for development was used to track changes in practice among the teacher educators. The authors' analysis identified three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group. While novices exhibited openness toward learning, the experienced teacher educators were divided into one group that revealed an inquiry stance examining their practice and a second group that claimed expertise and was less willing to consider changing instructional practice. This initial differentiation at the first trajectory stage led to distinctions in development at later stages, resulting in a reclassification of the educators into three groups: novices, experienced experts, and experienced non-experts. These findings emphasize the importance of teacher educators' years of experience, attitude towards inquiry, and self-perception of expertise as critical determinants of successful educational reform. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01