Designing a professional development program promoting teacher educators’ actions for education that serves all students
- Author
- Benjamin Ponet (UGent) , Wendelien Vantieghem (UGent) , Hanne Tack (UGent) and Ruben Vanderlinde (UGent)
- Organization
- Abstract
- This paper presents a qualitative study of a professional development program (PDP) designed to promote teacher educators' practices contributing to inclusion, equity, and social justice. The PDP was designed based on a conceptual framework of diversity-responsive practices and evidence-informed design principles from the literature on teacher educator PDPs. Three phases were distinguished: an immersive two-day program, individual experimentation with monthly peer-coaching sessions, and a reflective closing moment. The findings suggest that the PDP was effective in increasing teacher educators' awareness of diversity-responsive practices and their confidence to set up actions to reduce inequalities. However, the study also found that more time and resources are needed to support teacher educators in implementing new practices in their teaching assignments.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-01J7XMP888B2FVDE5R9J43F9XZ
- MLA
- Ponet, Benjamin, et al. “Designing a Professional Development Program Promoting Teacher Educators’ Actions for Education That Serves All Students.” 2024 AERA Annual Meeting, Proceedings, 2024, doi:10.3102/2096040.
- APA
- Ponet, B., Vantieghem, W., Tack, H., & Vanderlinde, R. (2024). Designing a professional development program promoting teacher educators’ actions for education that serves all students. 2024 AERA Annual Meeting, Proceedings. Presented at the 2024 AERA Annual Meeting, Philadelphia, USA. https://doi.org/10.3102/2096040
- Chicago author-date
- Ponet, Benjamin, Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 2024. “Designing a Professional Development Program Promoting Teacher Educators’ Actions for Education That Serves All Students.” In 2024 AERA Annual Meeting, Proceedings. https://doi.org/10.3102/2096040.
- Chicago author-date (all authors)
- Ponet, Benjamin, Wendelien Vantieghem, Hanne Tack, and Ruben Vanderlinde. 2024. “Designing a Professional Development Program Promoting Teacher Educators’ Actions for Education That Serves All Students.” In 2024 AERA Annual Meeting, Proceedings. doi:10.3102/2096040.
- Vancouver
- 1.Ponet B, Vantieghem W, Tack H, Vanderlinde R. Designing a professional development program promoting teacher educators’ actions for education that serves all students. In: 2024 AERA Annual Meeting, Proceedings. 2024.
- IEEE
- [1]B. Ponet, W. Vantieghem, H. Tack, and R. Vanderlinde, “Designing a professional development program promoting teacher educators’ actions for education that serves all students,” in 2024 AERA Annual Meeting, Proceedings, Philadelphia, USA, 2024.
@inproceedings{01J7XMP888B2FVDE5R9J43F9XZ,
abstract = {{This paper presents a qualitative study of a professional development program (PDP) designed to promote teacher educators' practices contributing to inclusion, equity, and social justice. The PDP was designed based on a conceptual framework of diversity-responsive practices and evidence-informed design principles from the literature on teacher educator PDPs. Three phases were distinguished: an immersive two-day program, individual experimentation with monthly peer-coaching sessions, and a reflective closing moment. The findings suggest that the PDP was effective in increasing teacher educators' awareness of diversity-responsive practices and their confidence to set up actions to reduce inequalities. However, the study also found that more time and resources are needed to support teacher educators in implementing new practices in their teaching assignments.}},
author = {{Ponet, Benjamin and Vantieghem, Wendelien and Tack, Hanne and Vanderlinde, Ruben}},
booktitle = {{2024 AERA Annual Meeting, Proceedings}},
language = {{eng}},
location = {{Philadelphia, USA}},
pages = {{5}},
title = {{Designing a professional development program promoting teacher educators’ actions for education that serves all students}},
url = {{http://doi.org/10.3102/2096040}},
year = {{2024}},
}
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