The induction and needs of beginning teacher educators

C.P. van Velzen, M. van der Klink, J.M.H. Swennen, E. Yaffe

Research output: Contribution to JournalArticleProfessional


This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. The study was a project carried out by members of the Association of Teacher Educators Europe (ATEE) Research and Development Centre Professional Development of Teacher Educators. Induction is seen as a process of becoming a teacher educator and encompasses two levels. Firstly, it refers to the organizational induction into the teacher education institute. Secondly, it is about becoming a member of the profession (professional induction). Data were gathered through semi-structured interviews with 11 beginning teacher educators. The findings indicated that induction is quite problematic. None of the teacher educators experienced a satisfying induction into their institute and the profession as well. The article concludes with recommendations for improvement of induction practices and further research. This collaborative research project also revealed a lack of shared language in communicating professional issues and the need to further develop this within international communities like the ATEE. © 2010 Copyright International Professional Development Association (IPDA).
Original languageEnglish
Pages (from-to)61-75
JournalProfessional Development in Education
Issue number1&2
Publication statusPublished - 2010


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