Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles
Yükleniyor...
Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The professional development of teacher educators has received global interest worldwide following the notion that teacher educators are profoundly responsible for teacher education quality. Still, research on teacher educator professional development is scarce in Finland and under-researched in Turkey. In this article, the authors examine how teacher educators in two institutes in Finland and Turkey define their roles and knowledge base as teacher educators, professional development practices, problems in professional development, and suggestions for better professional learning opportunities. Semi-structured interviews were conducted with 20 university-based and school-based teacher educators working at two universities and two school settings in Finland and Turkey. Similarities and differences between the two groups in their professional development practices, problems and suggestions are discussed. The results reveal that though teacher education policies in these two countries share certain commonalities in structure and governance, definitions of professional development and practices differ in two contexts.
Açıklama
Anahtar Kelimeler
Teacher educator, Knowledge base, Professional development, FinlandTurkey
Kaynak
Eurasian Journal of Educational Research
WoS Q Değeri
Q1
Scopus Q Değeri
Q3
Cilt
Article in pres
Sayı
Künye
Ataş, U., Daloğlu, A., & Hilden, R. K. (2021). Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles. European Journal of Teacher Education, 1-19.
