ERG SES C 15, Professional Development in Education
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?
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.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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