Critical moments in the process of educational change: understanding the dynamics of change among teacher educators. Issue 1 (1st January 2018)

• Record Type: Journal Article
• Authors: Brody, David L.; Hadar, Linor Lea
• Is Part Of: European journal of teacher education. Volume 41:Issue 1(2018)
• Page Start: 50
• Page End: 65
• Publication Date: 2018-01-01
• Subjects: Professional development -- teacher educators -- teacher development -- teaching practice -- learning community; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2017.1372741
• Languages: English
• ISSNs: 0261-9768

Abstract

Abstract: This study examines the complex process of change among teacher educators who have chosen to improve their practice in a professional development community. Storyline methodology was used to reveal the dynamic process which teacher educators undergo when they consider adopting innovative pedagogy. Findings reveal critical moments in professional development which are characterised by evaluation of feedback from colleagues and students. Professional growth results not only from interaction and negotiation of meaning within the community but also from the effects of messages received from outside the communal context. A two factor model taking into account implementation and feedback is used to show the dynamic process of evaluation and negotiation in teacher educators' professional development trajectory. This study deepens understanding of transition towards change within learning communities, while providing insight into the development of teacher educators as a distinct professional group.