1. Reforming Teacher Educators’ Professionalism and Pedagogy: Looking for Landmarks in a Changing Europe
Jean Murray (England)
Marit Ulvik
(Norway)
Mieke Lunenberg (The Netherlands)
Ainat Guberman (Israel)

2. Teacher educators complex roles:
Experts on teaching and learning
Teaching adult learners in higher education institutes
Teaching how to teach
Mediating between the academia, schools and communities
Aligning visions and values with educational practices
Adopting critical and inquisitive stance to improve their work
Engaging in research and development
Teacher educators need to accommodate to rapid and substantial changes

3. InFo-TED: International Forum for Teacher Educator Development
Goal:
to exchange and promote research, policy and practice on teacher educators’ professional development

4. Partners
ISATT 2017: InFoTED

5. Professional development of teacher educators

6. Wiki and Blogs

7. Comparative professional learning needs analysis
Research questions
Questionnaire:
(i) Professional learning preferences
(ii) Factors considered before a professional learning activity is engaged in
(iii) Research dispositions and experience
(iv) Role description and background information
Qualitative responses: (a) What are your most important professional learning needs? (b) What professional learning would best meet these needs?
(1) What professional learning activities do higher education-based teacher educators value?
(2) How best can these activities be realized?

8. The Sample (N=1158*)
* Additional 179 respondents replied UK without specifying exact area, left the question unanswered or came from countries with very few participants

9. Academic Interest*
* Lines represent significantly different groups (Tukey HSD<.05)

10. Educational Interest*
* Lines represent significantly different groups (Tukey HSD<.05)

11. Interviews: Background
No guidelines defining who teacher educators should be, what they are expected to know, and be able to do (EU, 2013; Goodwin et al., 2014; Lunenberg & Hamilton, 2008)
Teacher educators' professional development is an under-researched area (Lunenberg et al., 2014)

12. The Interviews Participants:
50 teacher educators who answered the questionnaires (England – 15, Ireland - 10, Israel – 10, Norway – 10, The Netherlands - 5)
Questions: (i) background and demographics, (ii) professional learning opportunities, trajectories and needs, (iii) teacher education and research.

13. Interview Themes Professional development is self-initiated
Teacher educators feel they gain the most from collaboration with peers throughout their career
There is a consensus that teacher educators need to be research informed and active researchers
Not enough opportunities for PD are offered, and institutional support is lacking

14. Conclusions
Teacher educators are interested in professional development and view engagement in research as part of their work
Academic and pedagogical domains are still viewed as separate rather than integrated fields
Teacher educators need institutional support and opportunities to engage with colleagues and devote time to professional learning

15. Questions for discussion
What support structures are needed to allow for teacher educators’ professional development?
Which policies can achieve more balanced attitudes towards upscaling pedagogical and research related skills? How can integrated approach to research and pedagogy be encouraged?
What are the most important domains for professional development required by current changes in Europe?
Taking into account the differences among countries: how can we further stimulate collaborative learning?