As teacher educator, educating secondary school teachers in Norway I often visit student teachers in their field practice. The last decade I have experienced an increased focus on measurable outcomes and the cognitive dimension of learning in schools. The teaching seems predictable. It feeds young people’s thinking, but does not ‘reach their heart or touch their soul’ (Biesta, 2017, p. 418).
Metaphors and images are playful, yet powerful tools to represent complex ideas. Professional development of teacher educators is such an idea. As a researcher, teacher educator and in-service trainer of teacher educators, I like to think of professional development in terms of “zippers” and “zipping”.
21st century English school-based education and learning debatably needs rethinking. Our classrooms repeatedly still mirror those of the Victorian era and education may be viewed as ‘traditional’ and ‘boring’ with pupil motivation and engagement frequently a problem