Teacher educators: proposing new professional development models within an English further education context

Eliahoo, R. 2017. Teacher educators: proposing new professional development models within an English further education context. Professional Development in Education . 43 (2), pp. 179-193. doi:10.1080/19415257.2016.1178164

TitleTeacher educators: proposing new professional development models within an English further education context
AuthorsEliahoo, R.
Abstract

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher educators, but there is little support for new or experienced practitioners and no substantive professional standards regarding this role in English FE. This has an impact on the professional practice and career trajectories of teacher educators themselves. Based on a series of semi-structured interviews, an online survey and focus groups, this mixed-methods study uses a sequential exploratory design. The study captures the voices of English FE teacher educators who identified mentoring, induction and a choice of continuous professional development sessions as important strategies to improve the effectiveness of their role over time. This article will propose flexible models of professional development, following an analysis of new and experienced teacher educators’ needs in FE in England. The article recommends that new professional standards for teacher educators could be written collaboratively by practitioners, within a policy and institutional framework which supports the scholarship and research requirements of teacher educators.

JournalProfessional Development in Education
Journal citation43 (2), pp. 179-193
ISSN1941-5257
Year2017
PublisherTaylor & Francis
Digital Object Identifier (DOI)doi:10.1080/19415257.2016.1178164
Publication dates
Published online06 May 2016
Published in print2017

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