Professional development for professional learners: teachers’ experiences in Norway, Germany and England

Proposals made by the European Commission in 2007 led to the Education Council adopting, for the first time, a European agenda for improving the quality of teaching and teacher education. This article reports on a small-scale longitudinal interview-based study with teachers in England, Norway and Germany demonstrating that while opportunities for professional development are increasing in all three countries, dissatisfaction is expressed by most teachers in relation to its quality and outcomes.

The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1,158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development (InFo-TED): Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.