Professional development of teacher educators: what do they do? Findings from an explorative international study

Figures & data

Table 1. Percentage of working hours dedicated to various tasks, per country.

Table 2. Concerns participants experienced at the start of their career and in their current work.

Nature of the concern	Concern back then	Concern now	Total frequency
Mentioned mainly as a ‘concern back then’
Becoming a teacher educator	7	0	7
Managing student group	6	0	6
Instruction of students	5	1	6
Getting used to university/institute	5	0	5
Adequacy of own knowledge	4	1	5
Developing teaching materials	3	1	4
Mentioned mainly as a ‘concern right now’
Linking theory and practice	2	5	7
Empowering students	1	6	7
Reflection and own development	0	4	4
Prepare students for work as teacher	0	3	3
Mentioned ‘then and now’
Responsibility as teacher educator	3	2	5
Improve teacher education	2	3	5
Stimulating students	2	2	4
Maintain quality in my teaching	1	2	3

Table

Country	Gender	Age		Academic qualification	Experience as teacher educator	Work base
	(1 = female, 2 = male)	(2 = 30–39, 3 = 40–49, 4 = 50–59, 5 = 60–65, 6 = over 65)	(2 = MA, 3 = PhD)		(Years of experience)	(1 = university/college, 2 = other institute for higher education, 3 = autonomous institute for teacher education)
Australia	1	3	3		14	1
The Czech Republic	1	3	3		11	1
Belgium	2	4	2		19	1, 2
Israel	1	6	2		20	3
Israel	1	3	2		13	1, 3
Israel	1	3	2		13	1
Israel	1	2	3		8	3
Israel	1	4	3		18	1
Japan	2	3	2		12	1
Japan	2	4	2		8	1
Japan	2	3	2		9	1
Japan	1	3	2		8	1
Japan	2	3	2		13	1
The Netherlands	1	3	2		12	3
The Netherlands	1	4	2		10	3
The Netherlands	1	3	2		10	1
The Netherlands	1	3	2		10	2
The Netherlands	2	3	2		8	2
Slovenia	1	4	3		13	1
Slovenia	1	3	3		10	1
Spain	2	3	3		5	1
Spain	1	3	3		9	1
Turkey	2	2	3		12	1
Turkey	2	2	3		10	1
United Kingdom	1	3	2		12	1