2014/04/28 by John Loughran · 1 citation
Social Sciences · #Collaborative Teaching and Inclusion #Teacher Education and Leadership Studies #Teacher Professional Development and Motivation
paper · doi:10.1177/0022487114533386
crossref issued 2014/04/28 · crossref published 2014/04/28 · crossref published-online 2014/04/28 · openalex publication_date 2014/04/28 · crossref created 2014/04/29 · crossref published-print 2014/09/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29
There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article outlines some of the crucial shaping factors in that development, including the transition associated with becoming a teacher educator, the nature of teacher education itself, and the importance of researching teacher education practices. Through a careful analysis of these features, a framework for better understanding what it might mean to professionally develop as a teacher educator is proposed. The framework is designed to draw serious attention to the major aspects of teaching and learning about teaching that are central to shaping scholarship in teacher education and offer insights into the ways in which teacher educators’ professional development might be better understood and interpreted.