Teacher educators play a pivotal role in the classroom ecology of teacher education because they support pre-service teachers’ learning and because they model teaching through their own practices (Lunenberg, Korthagen, & Swennen, 2007).
Therefore, there is no exaggeration to say that if we strive for quality teacher preparation we should first invest time and effort on the professional development of teacher educators’ (Goodwin & Kosnik, 2013).
Because teacher educators are a heterogeneous group who perform diverse roles, understanding their opinions and views on new reforms and standards of teacher professionalism will help researchers and institutions to better support their preparation and offer them more possibilities to grow. Such a new reform is the Evidence-based teaching method in which teachers should incorporate up-to-date research evidence into their teaching practice.
To effectively support such an undertaking, it is crucial to develop a thorough understanding of the opinions and perspectives from those who are directly involved within the teaching community. As such, gaining input from those who can speak first-hand to the practical demands of being a teacher educator is critical before moving to the implementation. Thus, I invite you all who work professionally as teacher educators to participate in the Evidence-based teaching survey and to share your expertise. The survey is available in the German and English language and it only takes 10 min. to be filled out.
Please participate in the survey:
Evidence-based teaching in Universities
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators= quality teachers? Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346.
Lunenberg, M., Korthagen, F., & Swennen, A. (2007). The teacher educator as a role model. Teaching and teacher education, 23(5), 586-601.