Abstract
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 language | English (US) |
|---|---|
| Pages (from-to) | 357-371 |
| Number of pages | 15 |
| Journal | Professional Development in Education |
| Volume | 36 |
| Issue number | 1-2 |
| DOIs | |
| State | Published - Mar 2010 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
Cite this
Re-conceptualizing professional development of teacher educators in post-Soviet Latvia. / McGurty, Iveta; Moyer, Amy; Webster, Colin; McAllister, Suzanne.
In: Professional Development in Education, Vol. 36, No. 1-2, 03.2010, p. 357-371.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Re-conceptualizing professional development of teacher educators in post-Soviet Latvia
AU - McGurty, Iveta
AU - Moyer, Amy
AU - Webster, Colin
AU - McAllister, Suzanne
PY - 2010/3
Y1 - 2010/3
N2 - 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.
AB - 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.
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U2 - 10.1080/19415250903457596
DO - 10.1080/19415250903457596
M3 - Article
AN - SCOPUS:84859300381
VL - 36
SP - 357
EP - 371
JO - Professional Development in Education
JF - Professional Development in Education
SN - 1941-5257
IS - 1-2
ER -