Learning and design principles for teacher educators' professional development
- Author
- Hanne Tack (UGent) , Ruben Vanderlinde (UGent) , Yvonne Bain, Warren Kidd, Mary O'Sullivan and Amber Walraven
- Organization
- Abstract
- Recently, more and more professional development initiatives for teacher educators are being designed and developed by local teacher education institutions, national organizations and international networks. As professional development for teacher educators is only recently described in the literature, no clear sets of design principles yet exist. This chapter presents 12 design principles: (1) ownership of content and process, (2) working in professional learning communities, (3) knowing each other, (4) informal and formal learning at the workplace, (5) paying attention to teacher educators’ multi-layered and multiple identities, (6) acknowledging that changing practices takes time, (7) taking account of pressures on teacher educators’ time, (8) forming networks, (9) striving for integration, (10) information and communication technology (ICT) is never an end in itself, (11) asynchronous group discussions and information resources, and (12) creating (virtual) space with sharing opportunities. In the final section, connections are drawn between the formulated design principles and local initiatives for teacher educators, and a plea is made for more design-based research on teacher educators’ professional development.
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-8697159
- MLA
- Tack, Hanne, et al. “Learning and Design Principles for Teacher Educators’ Professional Development.” Teacher Educators and Their Professional Development : Learning from the Past, Looking to the Future, edited by Ruben Vanderlinde et al., Routledge, 2021, pp. 51–64, doi:10.4324/9781003037699-5.
- APA
- Tack, H., Vanderlinde, R., Bain, Y., Kidd, W., O’Sullivan, M., & Walraven, A. (2021). Learning and design principles for teacher educators’ professional development. In R. Vanderlinde, K. Smith, J. Murray, & M. Lunenberg (Eds.), Teacher educators and their professional development : learning from the past, looking to the future (pp. 51–64). https://doi.org/10.4324/9781003037699-5
- Chicago author-date
- Tack, Hanne, Ruben Vanderlinde, Yvonne Bain, Warren Kidd, Mary O’Sullivan, and Amber Walraven. 2021. “Learning and Design Principles for Teacher Educators’ Professional Development.” In Teacher Educators and Their Professional Development : Learning from the Past, Looking to the Future, edited by Ruben Vanderlinde, Kari Smith, Jean Murray, and Mieke Lunenberg, 51–64. London: Routledge. https://doi.org/10.4324/9781003037699-5.
- Chicago author-date (all authors)
- Tack, Hanne, Ruben Vanderlinde, Yvonne Bain, Warren Kidd, Mary O’Sullivan, and Amber Walraven. 2021. “Learning and Design Principles for Teacher Educators’ Professional Development.” In Teacher Educators and Their Professional Development : Learning from the Past, Looking to the Future, ed by. Ruben Vanderlinde, Kari Smith, Jean Murray, and Mieke Lunenberg, 51–64. London: Routledge. doi:10.4324/9781003037699-5.
- Vancouver
- 1.Tack H, Vanderlinde R, Bain Y, Kidd W, O’Sullivan M, Walraven A. Learning and design principles for teacher educators’ professional development. In: Vanderlinde R, Smith K, Murray J, Lunenberg M, editors. Teacher educators and their professional development : learning from the past, looking to the future. London: Routledge; 2021. p. 51–64.
- IEEE
- [1]H. Tack, R. Vanderlinde, Y. Bain, W. Kidd, M. O’Sullivan, and A. Walraven, “Learning and design principles for teacher educators’ professional development,” in Teacher educators and their professional development : learning from the past, looking to the future, R. Vanderlinde, K. Smith, J. Murray, and M. Lunenberg, Eds. London: Routledge, 2021, pp. 51–64.
@incollection{8697159,
abstract = {{Recently, more and more professional development initiatives for teacher educators are being designed and developed by local teacher education institutions, national organizations and international networks. As professional development for teacher educators is only recently described in the literature, no clear sets of design principles yet exist. This chapter presents 12 design principles: (1) ownership of content and process, (2) working in professional learning communities, (3) knowing each other, (4) informal and formal learning at the workplace, (5) paying attention to teacher educators’ multi-layered and multiple identities, (6) acknowledging that changing practices takes time, (7) taking account of pressures on teacher educators’ time, (8) forming networks, (9) striving for integration, (10) information and communication technology (ICT) is never an end in itself, (11) asynchronous group discussions and information resources, and (12) creating (virtual) space with sharing opportunities. In the final section, connections are drawn between the formulated design principles and local initiatives for teacher educators, and a plea is made for more design-based research on teacher educators’ professional development.}},
author = {{Tack, Hanne and Vanderlinde, Ruben and Bain, Yvonne and Kidd, Warren and O'Sullivan, Mary and Walraven, Amber}},
booktitle = {{Teacher educators and their professional development : learning from the past, looking to the future}},
editor = {{Vanderlinde, Ruben and Smith, Kari and Murray, Jean and Lunenberg, Mieke}},
isbn = {{9780367769086}},
language = {{eng}},
pages = {{51--64}},
publisher = {{Routledge}},
series = {{Routledge Research in Teacher Education}},
title = {{Learning and design principles for teacher educators' professional development}},
url = {{http://doi.org/10.4324/9781003037699-5}},
year = {{2021}},
}
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