So, What About the Professional Development of Teacher Educators?

2003/06/01 by Kari Smith, KARI SMITH · 3 citations
Social Sciences · #Collaborative Teaching and Inclusion #Reflective Practices in Education #Teacher Education and Leadership Studies

paper · doi:10.1080/0261976032000088738

openalex publication_date 2003/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

SUMMARY The first part of this paper discusses incentives for teacher educators to engage in professional development. It proceeds by proposing practical examples of how teacher educators' professional development is initiated by the individual teacher educator and takes place outside the teacher education institution. However, systematic professional development is needed within the teacher education institution, as an integrated part of the teacher educators' work responsibilities. The many problems related to professional development are highlighted at the end of the paper. The paper addresses a neglected area in the literature on teacher education.

Cited by

• Towards an ‘international forum for teacher educator development’: an agenda for research and action
• Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values
• Teacher educators in Finland and Turkey: their roles, knowledge base, and professional development profiles

Related

• Professional Development and Teacher Learning: Mapping the Terrain
• The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis
• There is no teacher without professional development. Difficulties with proper understanding of the nature of the teaching profession
• Teacher educators as curriculum developers: exploration of a professional role
• Teacher educators developing professional roles: frictions between current and optimal practices