Professional Development: Teacher Educators as Learners

Abstract

This study outlines the professional development of teacher educators. More specially, teacher
educators’ descriptions and definitions of professional development and their participating professional
development activities are examined. Further, to what extent teacher educators develop themselves in the
professional sense, and supports and obstacles are explored. Within a case design, fourteen teacher educators
were interviewed. Data were triangulated with annual performance reports. Findings point to high enthusiasm of
participants in developing their knowledge, skills and attitudes in their profession despite some obstacles.
However, their descriptions of professional development are not clear and confused with in-service training. The
findings also highlight the discussion about who should support teacher educators’ professional development.