Title: Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development
Authors: Vanassche, Eline ×
Kelchtermans, Geert #
Issue Date: Feb-2016
Publisher: Routledge
Series Title: Professional Development in Education vol:42 issue:1 pages:100-122
Abstract: This article reports on a two-year study of a self-study research group facilitation.The research group was designed as a professional development project in which six experienced teacher educators investigated their practices using a selfstudy approach. The pedagogical rationale of the facilitation was based on four broadly shared theoretical principles on how teacher educators can effectively work on their professional development. These theoretical principles were translated in a series of propositions (‘if … then …’) making clear the implications
these principles held for the interventions of facilitators of teacher educator professional development. Qualitative content analysis of the audiotapes of the research group meetings, the facilitators’ logbooks and all the written materials produced during the project serves as an empirical validation and refinement of these principles. The findings are presented as amendments to the original propositions.
By interpretatively discussing why these propositions functioned as they did in practice, we contribute to the development of a pedagogy of teacher educator professional development.
ISSN: 1941-5257
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Educational Policy and Innovation and Teacher Training
Instructional Psychology and Technology
× corresponding author
# (joint) last author

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