Critical moments in the process of educational change: understanding the dynamics of change among teacher educators

David L. Brody, Linor Lea Hadar

Research output: Contribution to journalArticlepeer-review

Abstract

This study examines the complex process of change among teacher educators who have chosen to improve their practice in a professional development community. Storyline methodology was used to reveal the dynamic process which teacher educators undergo when they consider adopting innovative pedagogy. Findings reveal critical moments in professional development which are characterised by evaluation of feedback from colleagues and students. Professional growth results not only from interaction and negotiation of meaning within the community but also from the effects of messages received from outside the communal context. A two factor model taking into account implementation and feedback is used to show the dynamic process of evaluation and negotiation in teacher educators’ professional development trajectory. This study deepens understanding of transition towards change within learning communities, while providing insight into the development of teacher educators as a distinct professional group.

Original languageEnglish
Pages (from-to)50-65
Number of pages16
JournalEuropean Journal of Teacher Education
Volume41
Issue number1
DOIs
StatePublished - 1 Jan 2018

Bibliographical note

Publisher Copyright:
© 2017 Association for Teacher Education in Europe.

Keywords

  • Professional development
  • learning community
  • teacher development
  • teacher educators
  • teaching practice

ASJC Scopus subject areas

  • Education

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