"I speak prose and I now know it." Personal development trajectories among teacher educators in a professional development community

David Brody; Linor Hadar

doi:https://doi.org/10.1016/j.tate.2011.07.002

"I speak prose and I now know it." Personal development trajectories among teacher educators in a professional development community

David Brody, Linor Hadar

Department of Learning and Instructional Sciences

University of Haifa

Research output: Contribution to journal › Article › peer-review

Abstract

This study explores trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. The model delineates passages traversed by teacher educators grappling with complexities and challenges of an engaging professional development experience in a communal context. All participants followed the same four staged trajectory though individuals were located at different points on the path. Findings lend support to the nonlinear view of professional development, illustrating Kinchin and Cabot's (2010) paradigm of backwards and forwards movements along career paths.

Original language	American English
Pages (from-to)	1223-1234
Number of pages	12
Journal	Teaching and Teacher Education
Volume	27
Issue number	8
DOIs	https://doi.org/10.1016/j.tate.2011.07.002
State	Published - Nov 2011

Keywords

Communities of practice
Community of learners
Higher learning
Professional development
Teacher educators

All Science Journal Classification (ASJC) codes

Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

https://doi.org/10.1016/j.tate.2011.07.002

Cite this

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abstract = "This study explores trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. The model delineates passages traversed by teacher educators grappling with complexities and challenges of an engaging professional development experience in a communal context. All participants followed the same four staged trajectory though individuals were located at different points on the path. Findings lend support to the nonlinear view of professional development, illustrating Kinchin and Cabot's (2010) paradigm of backwards and forwards movements along career paths.",

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AB - This study explores trajectories of professional growth by teacher educators participating in a professional development community on teaching thinking. Qualitative measures revealed a four stage model of personal professional trajectories: anticipation/curiosity, withdrawal, awareness and change. The model delineates passages traversed by teacher educators grappling with complexities and challenges of an engaging professional development experience in a communal context. All participants followed the same four staged trajectory though individuals were located at different points on the path. Findings lend support to the nonlinear view of professional development, illustrating Kinchin and Cabot's (2010) paradigm of backwards and forwards movements along career paths.

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KW - Community of learners

KW - Higher learning

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"I speak prose and I now know it." Personal development trajectories among teacher educators in a professional development community

Abstract

Keywords

All Science Journal Classification (ASJC) codes

UN SDGs

Access to Document

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