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.


December 7, 2019

The team member role and ways of becoming ‘in-service’

We all want to be ‘in-service’ in qualitatively good ways. InFo-TED's conceptual model for teacher educators, shows that we pass through several phases before we are ‘in-service’. This specific part of the complex conceptual model distinguishes the phases of career-long learning as follows...

From the ‘pre-initial’ phase, just recruited and on the doorstep of becoming a teacher educator, one moves to the ‘initial phase’. After maybe one to two years the next...

November 17, 2019

Registration deepens and connects

Experiences with Velon Professional Registration for Teacher Educators. Velon (Association for Teacher Educators in the Netherlands) is committed to the quality of individual teacher educators and to the quality of the professional group. Velon manages, among other things, the professional register for teacher educators. The aim of registration is a recognition of the quality of teacher educators’ work. As chair of Velon, I couldn't stay behind. it was time for me to register and it seemed best to do that together...

October 26, 2019

LGBTQI+ Diversity Work in Teacher Education

Mirroring many contexts internationally, Relationships and Sexuality Education (RSE) has been undergoing a process of review in the Republic of Ireland. A significant aspect of this review concerns the heretofore exclusion of LGBTQI+ people. Following written submissions and a series of meetings with relevant stakeholders, the cross-party parliamentary committee charged with the first stage of this review has recommended that RSE: be fully inclusive of LGBTQI+ [Lesbian, Gay, Bisexual, Transgender, Queer and Intersex +] relationships and experiences including...
September 18, 2019

Learning to teach starts with “learning to look”

How student teachers learn to teach has been dominated by the idea that the “knowledge of teaching is acquired and developed by the personal experience of teaching” (Munby, Russell, and Martin (2001, p.587). Of course, this is an important part of how new teachers learn how to teach, though I am also interested in the value of the pre-practicum phase and how this contributes to their knowledge of how to teach. Specifically, I have become interested in the contribution teacher educators’ modelling of teaching strategies and behaviours can make...
September 8, 2019

Looking at Educational Improvement from a Lifelong Learning Perspective

A decline of a country’s test scores in international comparative tests (PISA, TIMSS) usually initiates a nationwide discussion that eventually results in questioning the quality of teacher education and teacher educators. To explain the lower achievement of pupils on these tests, a couple of things come under attack, firstly, the curriculum and the school system, secondly the quality of teachers...
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...

 


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

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