Blog

We welcome new blogs on teacher educators and teacher educator development (500-750 words). For more information see our Blog submission policy or contact your national moderator.


August 5, 2019

SHOW YOURSELF! Video-selfies for feedback

Collecting valid and trustworthy feedback on participants’ learning is essential for good professional development. Furthermore we believe it is time to radically reconsider the taken for granted use of anonymous written feedback if we want to take participants’ professionalism seriously. Therefore we designed and implemented a format with video-selfies during the InFo-TED Summer Academy –an international weeklong program for professionals engaged in teacher educator development (July 2018).
July 1, 2019

Challenges in practice experienced by school- and university-based teacher educators

Teacher educators have been working in partnerships between schools and higher education institutions, to provide initial teacher education, for many years. The context for these partnerships is evolving due to external expectations, government-driven initiatives and developments within the profession. The increased focus on school-based teacher education resulted in changes in partnership structure.
June 10, 2019

Self-Study Research in Europe

This blog shares some findings from a collaborative study1 on the positioning and development of self-study research in Europe, and complements the ‘research’ building block that is one of 13 building blocks central to the work of InFo-TED Specifically, this blog aligns with the research building block by considering what teacher educators’ engagement in research involves, and how teacher educators’ engagement in research can be meaningfully supported.
June 3, 2019

Standards – promoting or preventing professional development?

One of the major quantum leaps in teaching and teacher education in the last 50 years is, in my opinion, related to what Cochran-Smith (2004) calls the learning focus period which took place between 1980–2000. Teacher education focused mainly on developing teachers’ critical reflections on theory, practical skills, and teaching experience, to prepare them to make independent, situated decisions in the classroom. Teachers were encouraged to engage in systematic reflection such as action research...
May 25, 2019

Teacher Educators’ challenge to remain current to support others in their development

The Salamanca Statement (UNESCO, 1994) highlighted that every child was entitled to an education and stressed the importance of inclusion internationally. The Warnock Report (1978) outlined the importance of addressing special education needs (SEN) and working towards a more inclusive education approach. Furthermore, the Special Education Needs and Disability (SEND) Code of Practice: 0 – 25 (2015) in the United Kingdom (UK), highlights...
May 19, 2019

Student Teachers Working With and in Communities

In the Froebel Department of Primary and Early Childhood Education at Maynooth University our work in Initial Teacher Education (ITE) is guided by the philosophy of the German pedagogue, Friedrich Froebel (1782-1852) and by the principles of equality, inclusiveness and social justice in Maynooth University. These principles very much align with the InFo-TED Teacher Educator as an agent of (social) change category. Gaining professional experience in a variety of placement settings is a common feature of ITE programmes.
May 11, 2019

University-based teacher educators seen through the eyes of school-based teacher educators

Student teachers often complain about lack of communication between representatives from the different disciplines included in teacher education (Smith, 2015, 2016). In a recent study, a group of school-based teacher educators (mentors) with and without mentor education are interviewed focusing on university-based teacher educators’ (tutors’) competences and responsibilities (Helleve & Ulvik, 2019).
May 5, 2019

Promoting Active Civic Education and Democracy in Teacher-training: A model from an ERASMUS+ project

CURE is a curriculum reform program of an ERASMUS+ Capacity Building Project aimed to develop and promote Active Civic Education and Democracy in teacher training programs in Israel and in Georgia. The program’s selection was in July 2016 and officially began on October 15, 2016. Originally a 3-year-program, the program was extended until March 30, 2020...
April 27, 2019

Reorienting Teacher Educators Towards Sustainability

On the 24th January 2019 a young sixteen year old schoolgirl from Sweden, Greta Thunberg, addressed attendees at the World Economic Forum in Davos. She said to them “Some people say that the climate crisis is something that we will have created, but that is not true, because if everyone is guilty then no-one is to blame. And someone is to blame. Some people, … have known exactly what priceless values they have been sacrificing to continue making unimaginable amounts of money.

 


All content in the blog posts is the opinion of the author, not necessarily reflecting the view of InFo-TED

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