The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland

Abstract

Against a rapidly changing policy landscape for teacher education, exacerbated by ‘Brexit’ in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic of Ireland and Scotland about their experiences of, and priorities for, professional learning. While the data generated were mainly quantitative data, qualitative features were embedded within the survey design. Both types of data have been used to draw out complexities that emerge when exploring a professional group of educators responsible for the preparation of a future generation of teachers. The findings are presented and discussed in relation to the professional demographics of the sample, research expectations placed on them and teacher educators’ priorities for professional learning. Given the unique occupational position of teacher educators, their importance in the quality of teacher education and the lack of formal focus on their professional development, our starting point for teacher educators’ professional development lies in their practice situated and positioned within global, regional, national and local policy contexts.

Keywords:

• Teacher education
• teacher educators
• teacher training
• professional development
• professional learning
• Ireland
• Scotland
• England

Acknowledgements

Special thanks to Professor Jean Murray at the University of East London, Jenny Barksfield, Hanne Tack and the reviewers of this journal for their invaluable contributions during the writing, editing and amendments stages of this publication.