Professional development of novice teacher educators: professional self, interpersonal relations and teaching skills

Abstract

This article presents the main domains that reinforced 11 novice teacher educators, as evidenced by their feedback regarding a one‐year programme implemented at an intercollegiate professional centre. The main argument posits that since the teacher educator plays a key role in the foundation of the teacher education profession, he/she must be an expert in the field. The study of the advantages and outcomes of a unique model of learning while working contributes to the definition of the requisite channels for the teacher educator’s effective induction and skilled specialisation. The contribution is divided into three main fields: building the professional self; being a member of a community of professionals; and enhancing professional practical skills. Our findings are corroborated when Association of Teacher Educators standards (2009)—which are regarded as milestones along the path to professionalism—are applied to them. Unique induction by means of learning with colleagues and guidance by expert teacher educators can be an applicable model for professional development in teacher education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 76 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.