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

来源：

TEACHING AND TEACHER EDUCATION | 2023年 / 136卷

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.

引用

页数：13

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