Towards practice-based professional development by teacher educators
Teacher education reform has advocated the implementation of widely espoused pedagogic changes in many contexts, particularly in Sub-Saharan African countries. This paper focused on the central agents in the reform process, i.e., teacher educators. Framed within the emerging conceptualizations of p...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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OsloMet — Oslo Metropolitan University
2023-12-01
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| Series: | Nordic Journal of Comparative and International Education |
| Subjects: | |
| Online Access: | https://journals.oslomet.no/index.php/nordiccie/article/view/5369 |
| _version_ | 1797390971868020736 |
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| author | Khalid Mohammed Idris Anikó Kálmán |
| author_facet | Khalid Mohammed Idris Anikó Kálmán |
| author_sort | Khalid Mohammed Idris |
| collection | DOAJ |
| description |
Teacher education reform has advocated the implementation of widely espoused pedagogic changes in many contexts, particularly in Sub-Saharan African countries. This paper focused on the central agents in the reform process, i.e., teacher educators. Framed within the emerging conceptualizations of practice-based professional development of teacher educators, the study explores perspectives for improving educators’ teaching based on the self-study experiences of the first author while supporting the reflective practices of a group of student teachers in Eritrea. Self-study methods and tools including interactive discussions among colleague educators and critical friends, journaling, and course artifacts were used while developing the findings. The findings identified the dynamics of how researching situated concerns of teaching and learning frames problems of practice and also invokes sources and situations for developing motivations of educators in maintaining inquiry and improvement stances. We argue that such a dynamic is critical in productively engaging with teacher educators' professional learning in practice in similar contexts.
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| first_indexed | 2024-03-08T23:25:08Z |
| format | Article |
| id | doaj.art-bfffda2669e9450f819b7de43c2b3465 |
| institution | Directory Open Access Journal |
| issn | 2535-4051 |
| language | English |
| last_indexed | 2024-03-08T23:25:08Z |
| publishDate | 2023-12-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Comparative and International Education |
| spelling | doaj.art-bfffda2669e9450f819b7de43c2b34652023-12-14T18:11:23ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Comparative and International Education2535-40512023-12-017310.7577/njcie.5369Towards practice-based professional development by teacher educatorsKhalid Mohammed Idris0Anikó Kálmán1Eötvös Loránd University (Hungary) and Asmara College of Education (Eritrea)Budapest University of Technology and Economics Teacher education reform has advocated the implementation of widely espoused pedagogic changes in many contexts, particularly in Sub-Saharan African countries. This paper focused on the central agents in the reform process, i.e., teacher educators. Framed within the emerging conceptualizations of practice-based professional development of teacher educators, the study explores perspectives for improving educators’ teaching based on the self-study experiences of the first author while supporting the reflective practices of a group of student teachers in Eritrea. Self-study methods and tools including interactive discussions among colleague educators and critical friends, journaling, and course artifacts were used while developing the findings. The findings identified the dynamics of how researching situated concerns of teaching and learning frames problems of practice and also invokes sources and situations for developing motivations of educators in maintaining inquiry and improvement stances. We argue that such a dynamic is critical in productively engaging with teacher educators' professional learning in practice in similar contexts. https://journals.oslomet.no/index.php/nordiccie/article/view/5369professional learningteacher educationself-studyreflective practicesEritrea |
| spellingShingle | Khalid Mohammed Idris Anikó Kálmán Towards practice-based professional development by teacher educators Nordic Journal of Comparative and International Education professional learning teacher education self-study reflective practices Eritrea |
| title | Towards practice-based professional development by teacher educators |
| title_full | Towards practice-based professional development by teacher educators |
| title_fullStr | Towards practice-based professional development by teacher educators |
| title_full_unstemmed | Towards practice-based professional development by teacher educators |
| title_short | Towards practice-based professional development by teacher educators |
| title_sort | towards practice based professional development by teacher educators |
| topic | professional learning teacher education self-study reflective practices Eritrea |
| url | https://journals.oslomet.no/index.php/nordiccie/article/view/5369 |
| work_keys_str_mv | AT khalidmohammedidris towardspracticebasedprofessionaldevelopmentbyteachereducators AT anikokalman towardspracticebasedprofessionaldevelopmentbyteachereducators |