Professional development of Teacher-Educators towards Transformative learning

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

*Corresponding author for this work

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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

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educator
teacher
learning
self-study
educational setting
research method
video
questionnaire
interview
Group
student

Keywords

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

Cite this

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title = "Professional development of Teacher-Educators towards Transformative learning",
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.",
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Professional development of Teacher-Educators towards Transformative learning. / Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke.

In: Professional Development in Education, Vol. 43, No. 5, 25.11.2016, p. 819-840.

Research output: Contribution to journalArticleAcademicpeer-review

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