This article focuses on the learning activities provided for ten experienced teacher educators from six teacher education institutions in Ukraine. The authors examine how teacher educators approach professional development when introducing a new interdisciplinary course in teacher education programmes Methods of Teaching the interdisciplinary…

We contend that the notion of critical friend is a legitimate consideration with respect to considering how to most effectively encourage professional relationships that support and enhance professional learning and development (PLD). This paper will firstly consider an overarching framework of professional relationships and define…

Changes in society demand constantly evolving education systems. Teachers' practice is crucial to the successful implementation of educational reforms. A major obstacle for practicing teachers in implementing reform mathematics is that they have not experienced it themselves as learners. Consequently, teachers require extended, practice-based…

In this paper, a teacher educator discusses her experience of professional learning through self-study. The author found the transition between being a classroom teacher and teacher educator challenging, as has been noted in recent literature. Thus, she decided to embark on a self-study, which was focused on the enhancement of her teaching so that…

For educators, identifying and characterising problems in their teaching practice is essential for triggering inquiries into their practice. Knowing what educators consider problematic is essential for generating strategies for situated approaches to help teacher educators manage their problems and promote professional learning. In this study, we…

Research into schoolteachers' professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their…

Professional development of teacher educators has received growing attention in recent years owing to their important role in preparing teachers for schools and universities, however, female-dominated mid-career EFL teacher educators in regional teacher education universities remain underexplored. This study examined 18 female experienced teacher…

Professional learning is increasingly understood as vital for the development of educators, and for the development of a strong educational system. We argue that the most essential purpose of professional learning is for the development of critical praxis. Critical praxis is related to action that is morally, socially and politically informed.…

Research activity is one of the key professional learning needs noted by teacher educators working in higher education. The purpose of this study is to explore what research activities Chinese higher education-based physical education teacher educators (PETEds) prioritised and, in turn, expressed their aligned research-related professional…

Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn…

Despite a surge of research interest on languages other than English (LOTE) education over the past years, there is a lack of attention to LOTE teachers' professional practice and development in higher education. To address such a gap, this narrative inquiry examines how a Romanian language teacher navigates identity tensions and seeks his…

Professional development of teacher educators has not been researched very much in Finland, although interest in teacher educators has started to increase globally in recent decades. This study investigates 15 Finnish teacher educators' views on their professional development. The results indicate that research plays a significant role in the…

There is often a fragmentation between campus-based theoretical preparation of pre-service teachers and their practice in schools supported by school-based mentors. One of the fragmentation issues is related to how school-based teachers being mentors for pre-service teachers consider themselves as teachers and as 'teacher educators'. Thus, school…

The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making links between theory and practice. We wanted to address the common criticism in teacher education concerning a perceived gap…

Communal learning is a common paradigm for professional learning among teachers and teacher educators (TE). In this article, TE refers to faculty in institutions of higher education who train teachers. While the professional learning of teachers has been extensively studied, little is known about TEs' professional learning. This study contributes…