What and how teacher educators prefer to learn

J. Dengerink, M.L. Lunenberg, Quinta Kools

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

In which areas and domains do individual teacher educators prefer to work on
their professional development? What kind of learning activities do they want to
take on and with whom? Are there significant differences in these preferences
between teacher educators? This article reports on a recent survey (N = 268)
about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and
between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study,
‘learning profiles’ have been developed for four categories of teacher educators.
These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.
Original languageEnglish
Pages (from-to)78-96
Number of pages19
JournalJournal of Education for Teaching
Volume41
Issue number1
Early online date4 Feb 2015
DOIs
Publication statusPublished - Feb 2015

Fingerprint

educator
teacher
school
learning
university
coaching
education
Teaching

Bibliographical note

Dengerink, J., Lunenberg, M. & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching 41(1), 78-96.

Keywords

  • professional development; teacher educators; learning preferences; teacher education

Cite this

Dengerink, J. ; Lunenberg, M.L. ; Kools, Quinta. / What and how teacher educators prefer to learn. In: Journal of Education for Teaching. 2015 ; Vol. 41, No. 1. pp. 78-96.
@article{6a27f9d7578a47b7aca62daafc68e121,
title = "What and how teacher educators prefer to learn",
abstract = "In which areas and domains do individual teacher educators prefer to work ontheir professional development? What kind of learning activities do they want totake on and with whom? Are there significant differences in these preferencesbetween teacher educators? This article reports on a recent survey (N = 268)about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators andbetween university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study,‘learning profiles’ have been developed for four categories of teacher educators.These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.",
keywords = "professional development; teacher educators; learning preferences; teacher education",
author = "J. Dengerink and M.L. Lunenberg and Quinta Kools",
note = "Dengerink, J., Lunenberg, M. & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching 41(1), 78-96.",
year = "2015",
month = "2",
doi = "10.1080/02607476.2014.992635",
language = "English",
volume = "41",
pages = "78--96",
journal = "Journal of Education for Teaching",
issn = "0260-7476",
publisher = "Routledge",
number = "1",

}

What and how teacher educators prefer to learn. / Dengerink, J.; Lunenberg, M.L.; Kools, Quinta.

In: Journal of Education for Teaching, Vol. 41, No. 1, 02.2015, p. 78-96.

Research output: Contribution to JournalArticleAcademicpeer-review

TY - JOUR

T1 - What and how teacher educators prefer to learn

AU - Dengerink, J.

AU - Lunenberg, M.L.

AU - Kools, Quinta

N1 - Dengerink, J., Lunenberg, M. & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching 41(1), 78-96.

PY - 2015/2

Y1 - 2015/2

N2 - In which areas and domains do individual teacher educators prefer to work ontheir professional development? What kind of learning activities do they want totake on and with whom? Are there significant differences in these preferencesbetween teacher educators? This article reports on a recent survey (N = 268)about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators andbetween university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study,‘learning profiles’ have been developed for four categories of teacher educators.These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.

AB - In which areas and domains do individual teacher educators prefer to work ontheir professional development? What kind of learning activities do they want totake on and with whom? Are there significant differences in these preferencesbetween teacher educators? This article reports on a recent survey (N = 268)about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators andbetween university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study,‘learning profiles’ have been developed for four categories of teacher educators.These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation.

KW - professional development; teacher educators; learning preferences; teacher education

U2 - 10.1080/02607476.2014.992635

DO - 10.1080/02607476.2014.992635

M3 - Article

VL - 41

SP - 78

EP - 96

JO - Journal of Education for Teaching

JF - Journal of Education for Teaching

SN - 0260-7476

IS - 1

ER -