Professional development of Teacher-Educators towards Transformative learning

Marie-Jeanne Meijer*, Marinka Kuijpers, Fer Boei, Emmy Vrieling, Femke Geijsel

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

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    Abstract

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development programme was designed, tested and redesigned. Secondly, a qualitative multiple case study was conducted to examine the active ingredients of the designed interventions with regard to educators changes in beliefs and behaviour. The study was carried out in four different educational settings in which 20 educators participated during nine months. Data sources included videos, questionnaires, interviews and written personal theories of practice. The analyses indicated that aligned self-study interventions on a personal, peer and group level guided by a trained facilitator supported the intended leaning.
    Original languageEnglish
    Pages (from-to)819-840
    JournalProfessional Development in Education
    Volume43
    Issue number5
    DOIs
    Publication statusPublished - 25 Nov 2016

    Keywords

    • teacher-educators
    • professional development
    • inquiry-based attitude
    • educational design research
    • transformative learning

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