Kari Smith

Ainat Guberman

Expansive Learning in Teacher Education

Jean Murray

Ruben Vanderlinde

Mieke Lunenberg

This book focuses on the professional development of teacher educators, forming a definitive and expert resource for all those interested in this area of professional learning. It offers an in-depth overview of existing international research and professional development initiatives in the area of teacher educators’ learning. The book highlights relevant research on the topic, identifies the lessons learnt from recent initiatives, and indicates ways forward for teacher educators’ professional learning internationally. It provides a unique combination of six years of pan-European collaborative work, resulting in a book with clear relevance and appeal to both academics and practitioners internationally. The book conceptualizes teacher educators’ professional development, in order to deepen understanding of how and why learning occurs and conducts empirical research into the professional development needs of teacher educators internationally using quantitative and qualitative methods in order to redress gaps in existing research. This book will be of great interest to academics, researchers and post-graduate students in the fields of teacher education and professional development and learning.

Learning from the Past, Looking to the Future

Teacher Educators and their Professional Development

Helen M. G. Watt

Paul W. Richardson

Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.

Global Perspectives on Teacher Motivation

Marit Ulvik

Ingrid Helleve

Lessons Learned from Novice Teachers presents novice teachers’ stories from five countries. They share similar challenges, yet national structures affect the perception of the challenges. A major lesson learned is the need for systemic support during induction.

An International Perspective

Lessons Learned from Novice Teachers

Kari Smith

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