Theoretical framework

Pedagogical professionalisation and associated quality demands are becoming increasingly important, especially in social transformation processes (e.g. Nittel & Tippelt 2020).

The question of what constitutes professionalism in the practice as a teacher educator is the focus of my research project.

“Teacher Educators are all those who actively facilitate the (formal) learning of student teachers and teachers.” (European Commission 2013)

says an article of the European Commission on the support of teacher educators. This quote makes it clear that teacher educators are active in both the initial and in-service professional development for teachers and play an essential role in both national and European contexts (European Commission 2013). Teacher educators have a central function in the education system which, despite its importance, has long been neglected by academics. Some authors therefore refer to this professional group as a "hidden profession" (e.g. Livingston 2014; Meeus et al. 2018 following Snoek et al. 2011). A few years ago, international research began to focus increasingly on teacher educators. A relevant reference point for this is the comprehensive literature review by Lunenberg et al. from 2014. In their work, the authors shed light on the professional actions of teacher educators in different roles that could be identified from previous surveys. 

“Teacher educators should be encouraged to expand their repertoire of skills, as an essential feature of their lifelong learning journey.” (European Commission 2013)

This quote emphasizes that existing knowledge and skills must not be sufficient for teacher educators. It should be their claim to meet a "professionalisation continuum" (Federal Quality Framework for Continuing and Further Education & School Development Counselling at Higher Teacher Education Institutions: 2021).

The International Handbook of Teacher Education (2016) also refers to the importance of this professional group for the education system and the relevance of its continuous professionalisation (Loughran & Hamilton 2016). The pedagogy of teacher education and the associated demands on teacher educators are particularly emphasised in one article of the book. The author states that school pedagogy cannot be transferred to pedagogical work with teachers (Korthagen 2016). He describes

“Most teacher educators…have never received education and training in methodologies of teaching, co-operation and learning appropriate for adult learners (student teachers and professional teachers). […]” (Buchberger 2000 quoted in Korthagen 2016)

This quote illustrates that it is important for teacher educators to be competent in designing adult-oriented learning settings. Competencies that are needed for this are mapped in the GRETA competence model. This model aims at developing a comprehensive competence model for teachers in adult and continuing education (Strauch et al. 2019). It is based on a multi-step, scientifically proven process and has also already been validated (Strauch et al. 2020). Strauch et al. state in this regard

"In this way, the model can be used for an innovative, permanently implemented procedure for making the competencies of adult and vocational educators visible across institutions, which creates an identity and strengthens continuing education from within." (Strauch et al. 2020) [1]

[1] Author translation from German to English

Research questions and objective

What is the relevance of adult education competencies for the professional practice as a teacher educator?

• What competencies do teacher educators possess?
• What adult education competencies do teacher educators have and how were they acquired?
• What measures are taken by teacher educators in the sense of their own continuous professionalisation?
• How do the adult education competencies of teacher educators show up in a selected in-service professional development for teachers?

The aim of this work is to learn more about the relevance of adult education competencies of teacher educators.

Qualitative research methods are used to achieve this aim. Specifically, expert interviews with teacher educators and observations of courses for teachers will be conducted. The GRETA competence model (Strauch et al. 2019) serves as a framework for the empirical study. This model comprehensively maps what is important for adult-oriented teaching and brings these dimensions together holistically (Strauch et al. 2020). The empirical contribution of the work consists of interviewing teacher educators and other agents relevant to the research question in their pedagogical expert role. By including the GRETA competence model, it is possible to make explicit their knowledge in the field of adult education. This happens by a discussion of their own adult education competencies during the expert interview. As current stands, qualitative content analysis will be used for data analysis. An investigation of these competencies, the importance of adult-oriented-teaching-settings in the context of teacher education and a targeted reflection on them are the focus of the research project. This approach can contribute to quality assurance in the field of teacher education and is thus not only relevant for science, but also enables practical implications for this field of pedagogical action.

The hypothesis is that adult education competencies of teacher educators are relevant for the professional design of continuing education for teachers. The targeted examination of these competencies can strengthen professional pedagogical action in the field of teacher education both nationally and across Europe.

Bundesministerium für Bildung, Wissenschaft und Forschung (2021): Federal Quality Framework for Continuing and Further Education & School Development Counselling at Higher Teacher Education Institutions. Wien. Cramer, Colin/ König, Johannes/ Rothland, Martin/ Blömeke, Sigrid (Hrsg.) (2020): Handbook Teacher Education. Verlag Julius Klinkhardt. Bad Heilbrunn. European Commission (2013): Supporting Teacher Educators for better learning outcomes. Frank, Dirk (Hrsg.) (2020): UniReport. Nr. 2. Volume 53. Goethe-Universität Frankfurt am Main. Korthagen, Fred A. J. (2016): Pedagogy of Teacher Education. In: Loughran, John & Hamilton, Mary Lynn (Hrsg.): International Handbook of Teacher Education. Springer Verlag. Singapur. S. 311-346. Livingston, Kay (2014): Teacher Educators: hidden professionals? European Journal of Education, 49, 2. DOI: 10.1111/ejed.12074. S. 218-232. Loughran, John & Hamilton, Mary Lynn (Hrsg.) (2016): International Handbook of Teacher Education. Springer Verlag. Singapur. Loughran, John & Hamilton, Mary Lynn (2016): Developing an Understanding of Teacher Education. In: Loughran, John & Hamilton, Mary Lynn (Hrsg.): International Handbook of Teacher Education. Springer Verlag. Singapur. S. 3-22. Lunenberg, Mieke/ Dengerink, Jurrien/ Korthagen, Fred (2014): The Professional Teacher Educator. Roles, Behaviour, and Professional Development of Teacher Educators. Sense Publishers: Rotterdam. Meeus, Will/ Cools, Wouter & Placklé, Inge (2018): Teacher educators developing professional roles: frictions between current and optimal practices, European Journal of Teacher Education, 41:1, 15-31, DOI: 10.1080/02619768.2017.1393515 Nittel, Dieter und Tippelt, Rolf (2020): The alignment of idea and reality? New findings on the institutionalisation of lifelong learning. In: Frank, Dirk (Hrsg.): UniReport. Nr. 2. Volume 53. Goethe-Universität Frankfurt am Main. S. 20. Schrittesser, Ilse (2020): Qualification paths of lecturers in teacher education. In: Cramer, Colin/ König, Johannes/ Rothland, Martin/ Blömeke, Sigrid (Hrsg.): Handbook Teacher Education. Verlag Julius Klinkhardt. Bad Heilbrunn. S. 843-850. Strauch, A./ Lencer, S./ Bosche, B./ Gladkova, V./ Schneider, M./ Trevino-Eberhard, D. (2019): GRETA – acting with competence in training, courses & seminars. The GRETA competence model. Deutsches Institut für Erwachsenenbildung. Bonn. Strauch, Anne/ Alberti, Vanessa/ Schneider, Marlis (2020): Recognising professional competencies of teachers in adult and continuing education with the GRETA-PortfolioPlus. Hessische Blätter für Volksbildung (HBV), 1, 90-98. DOI: 10.3278/HBV2001W010