Teacher educators' professional learning: A literature review

被引：133
作者：
Ping, Cui [1 ]
Schellings, Gonny [1 ]
Beijaard, Douwe [1 ]
机构：
[1] Eindhoven Univ Technol, Eindhoven Sch Educ, POB 513, NL-5600 MB Eindhoven, Netherlands
来源：
TEACHING AND TEACHER EDUCATION | 2018年 / 75卷
关键词：
DEVELOPMENT COMMUNITY; SELF; IDENTITY; EXPERIENCES; PERCEPTIONS; INQUIRY; TECHNOLOGIES; TRAJECTORIES; INFORMATION; SUPERVISION;
D O I：
10.1016/j.tate.2018.06.003
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study reports on a systematic review of what, how, and why teacher educators learn. For this purpose, seventy-five research articles were analyzed. Results show that research on teacher educators' professional learning appears to be a growing field of interest but fragmented in focus. Our review indicates: (a) there is no clear knowledge base essential for teacher educators' work, (b) teacher educators undertake different activities from which to learn, and (c) they generally experience the need to learn to do their work as teacher educators. Our study may contribute to understanding and supporting teacher educators' professional learning during their career. (C) 2018 Elsevier Ltd. All rights reserved.
引用
收藏
页码：93 / 104
页数：12
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