Non-university-based teacher educators' professional learning: A systematic review

被引:5
作者
Liao, Wei [1 ]
Li, Xiaoyan [1 ,4 ]
Dong, Qiujin [2 ]
Wang, Zhaoxuan [3 ]
机构
[1] Beijing Normal Univ, Ctr Teacher Educ Res, Minist Educ China, Key Res Inst Humanities & Social Sci Univ, Beijing, Peoples R China
[2] Xinjiang Normal Univ, Coll Continuing Educ, Urumqi 830054, Xinjiang, Peoples R China
[3] Univ Macau, Fac Educ, Macau 999078, Peoples R China
[4] Beijing Normal Univ, 19,Xinjiekouwai St, Beijing 100875, Peoples R China
关键词
Teacher educator; Non -university -based teacher educator; Professional learning; Teacher education; Systematic review; MENTOR TEACHERS; INSTRUCTIONAL COACHES; PREPARING TEACHERS; PRESERVICE; IDENTITY; PROGRAM; CHALLENGES; KNOWLEDGE; BELIEFS; ESSENCE;
D O I
10.1016/j.tate.2023.104374
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This systematic review synthesizes 51 empirical studies on non-university-based teacher educators' (NUBTEs) professional learning published between 2000 and 2022. The results show that NUBTEs strive to develop a host of professional qualities that enable them to support preservice and in-service teachers' growth through formal and informal learning experiences. The reviewed studies are predominantly qualitative research and have produced context-specific knowledge about NUBTEs' professional learning, but cross-contextual and large-scale empirical evidence is currently scarce. These findings suggest theoretical, practical, and methodological implications for advancing the research field of teacher educators' professional learning.
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收藏
页数:13
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