Collaborative teacher educator professional development in Europe: different voices, one goal
Journal article, Peer reviewed
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Original versionProfessional Development in Education. 2017, 43 (4), 556-572. 10.1080/19415257.2016.1206032
In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national borders. Data included personal narratives about learning and documentary analysis of written accounts of the forums’ activities. Following a collaborative self-study approach we utilised an interactive exploration of the data, using coding techniques derived from grounded theory. We conclude that our professional learning can be seen through two inter-related perspectives. The first perspective is the interplay between our own learning and the ways in which we want to support colleagues in their professional development. The second perspective is the reciprocal effect of working in national as well as in transnational contexts. By studying our professional learning processes we developed insights into how a shared communal international forum can be established without losing individual voices and national perspectives. Moreover, through our involvement in an international forum we also continue to develop our own self-understanding as ‘educators of teacher educators’.