Opportunities and Challenges: the Professional Development of Teacher Educators in Shanghai
Author(s):
Chao Qiu (presenting / submitting)
Conference:
ECER 2014
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES C 15, Professional Development in Education

Paper Session

Time:
2014-09-01
11:00-12:30
Room:
FPCEUP - 2 B
Chair:
Philippe Masson

Contribution

Like the quality of teachers affects the learning results of pupils, the quality of teacher educators affects the quality of teachers(Koster et al., 2008). Even though much research has focused on the professional identities of teacher educators (such as, Swennen et al., 2008； Swennen et al., 2010), as well as their professional development (such as, Karagiorgi and Nicolaidou, 2013; Smith, 2010), limited research has been carried out on such issues in Shanghai. Described as “a leader in the reform of China”(OECD, 2010), Shanghai has been commended for producing high-quality teachers and top performing students. Therefore it is necessary to look at the professional identities and the professional development of Shanghai’s teacher educators as this could have a major impact on the world’s future.

This study aims to explore the professional identities and professional development of teacher educators based in different institutional settings in Shanghai. The research questions were：

  • How are Shanghai’s teacher educators identified?
  • What are the experiences of and challenges towards the professional development of Shanghai’s teacher educators?

Method

This study implemented a mixed-methods design, utilizing both quantitative and qualitative data concurrently, including twelve teacher educator interviews and the online Teacher Educator Survey (n=252). All data was analysed in a “systematic and meaningful way” (Brantlinger, et al., 2005). The discussion of the findings draws particularly from the policies on teacher educators in Shanghai and the research on the professional development of teacher educators across the world( such as, Karagiorgi and Nicolaidou, 2013; Murray, 2014; Smith, 2010) .

Expected Outcomes

The study found that teacher educators in different institutional settings professionally identified their roles as being a range of teaching, research and management roles.However, they may move between the three depending on the specific context. Even though they were provided with appropriate “hardware”, such as, working facilities and learning materials, they felt the “software” support that they received still did not meet their professional development needs. The teacher educators took diverse approaches towards their professional development, which were subject to their knowledge, experience, the institutions that they belonged to, their learning preference, and their learning styles. This study may motivate other countries or institutions to invest in the professional development of teacher educators and move the field forward and provide “fertile ground” for future research. It may fill the gap of knowledge in the specific areas that are under-researched, such as, career motivation, professional commitment and loyalty, and the professional attraction and retention of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning.

References

References Brantlinger E, Jimenez R, Klingner J, et al. (2005) Qualitative Studies in Special Education Council for Exceptional Children 71: 195-207. Koster B, Dengerink J, Korthagen F, et al. (2008) Teacher educators working on their own professional development. Teachers and Teaching 14: 567-587. Karagiorgi Y and Nicolaidou M. (2013) Professional development of teacher educators. Professional Development in Education 39: 784-798. Murray J. (2014) Teacher educators’ constructions of professionalism: a case study. Asia-Pacific Journal of Teacher Education 42: 7-21. OECD. (2010) Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States. OECD. Swennen A, Volman M and van Essen M. (2008) The development of the professional identity of two teacher educators in the context of Dutch teacher education. European Journal of Teacher Education 31: 169-184. Swennen A, Jones K and Volman M. (2010) Teacher educators: their identities, sub-identities and implications for professional development. Professional Development in Education 36: 131-148. Smith K. (2010) Professional Development of Teacher Educators. In: Peterson P, Baker E and McGaw B (eds) International Encyclopedia of Education (Third Edition). Oxford: Elsevier, 681-688.

Author Information

Chao Qiu (presenting / submitting)
University of Glasgow
Education
Glasgow

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