Teacher educators developing professional roles: frictions between current and optimal practices |
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| Authors: | Wil Meeus Wouter Cools Inge Placklé |
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| Institution: | 1. Antwerp School of Education, University of Antwerp, Antwerp, Belgium;2. Department of Teacher Education, Vrije Universiteit Brussel, Brussels, Belgium;3. Department of Teacher Education, PXL-Hogeschool, Hasselt, Belgium |
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| Abstract: | This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of teacher educators in Flanders. The third part of the study focused on how the professional learning of teacher educators can evolve throughout their careers. This topic was examined by organising focus groups with teacher educators at two international conferences for teacher educators. Flemish teacher educators devote considerable attention to professional learning, and they are able to meet their needs through the broad range of existing courses and programmes offered within the educational system. Nevertheless, there is still room for improvement in the alignment of professional learning with the needs and career stages of teacher educators. |
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| Keywords: | Teacher educators professional learning professional roles career stages teacher education |
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