Re-conceptualizing professional development of teacher educators in post-Soviet Latvia

Iveta Silova, Amy Moyer, Colin Webster, Suzanne McAllister

Research output: Contribution to journalArticlepeer-review

7 Scopus citations


During the first decade of post-socialist transformation in Eastern Europe, the majority of education reform projects focused on in-service teacher education. Governments, international agencies and non-governmental organizations prioritized various in-service teacher education programs to help teachers deal with rapid changes in schools. This has consequently created a gap between school teachers, who had multiple in-service development opportunities, and pre-service teacher educators, who were largely left out of the reform processes. Using Latvia as a case study, this article examines one of the first efforts to create professional development opportunities for a group of pre-service teacher educators and explains how this short-term project had contributed to re-conceptualizing professional development for the participants involved in the initiative. Based on document analysis and in-depth interviews with 18 teacher educators, this article: examines the motives behind ongoing, voluntary professional development experiences among pre-service teacher educators; discusses the nature and characteristics of this unique initiative; and contextualizes the theory and practice of professional development of pre-service teacher educators in a post-socialist context.

Original languageEnglish (US)
Pages (from-to)357-371
Number of pages15
JournalProfessional Development in Education
Issue number1-2
StatePublished - Mar 2010
Externally publishedYes

ASJC Scopus subject areas

  • Education


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