Abstract
In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.
| Original language | English |
|---|---|
| Pages (from-to) | 497-510 |
| Number of pages | 14 |
| Journal | Journal of Studies in International Education |
| Volume | 23 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Sep 2019 |
Keywords
- international professional experience
- teacher educator professional learning
- teacher educator identity
- teacher education
Cite this
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The professional learning of teacher educators leading international professional experience. / Williams, Judy.
In: Journal of Studies in International Education, Vol. 23, No. 4, 09.2019, p. 497-510.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The professional learning of teacher educators leading international professional experience
AU - Williams, Judy
PY - 2019/9
Y1 - 2019/9
N2 - In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.
AB - In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.
KW - international professional experience
KW - teacher educator professional learning
KW - teacher educator identity
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=85058622854&partnerID=8YFLogxK
U2 - 10.1177/1028315318816455
DO - 10.1177/1028315318816455
M3 - Article
VL - 23
SP - 497
EP - 510
JO - Journal of Studies in International Education
JF - Journal of Studies in International Education
SN - 1028-3153
IS - 4
ER -