Re-Conceptualizing Professional Development of Teacher Educators in Post-Soviet Latvia

Autor/inn/en	Silova, Iveta; Moyer, Amy; Webster, Colin; McAllister, Suzanne
Titel	Re-Conceptualizing Professional Development of Teacher Educators in Post-Soviet Latvia
Quelle	In: Professional Development in Education, 36 (2010) 1-2, S.357-371 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
Schlagwörter	Preservice Teacher Education; Inservice Teacher Education; Educational Change; Foreign Countries; Teacher Educators; Faculty Development; Educational Policy; Educational History; Politics of Education; Program Descriptions; Social Systems; Educational Environment; International Programs; Educational Cooperation; Surveys; Teacher Attitudes; Content Analysis; Program Effectiveness; Case Studies; Interviews; Centralization; Personality Measures; Europe; Georgia Republic; Kyrgyzstan; Latvia; New York; USSR + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Bildungsreform; Ausland; Teacher education; Education; Lehrerbildung; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Educational policy; Social system; Soziales System; Lernumgebung; Pädagogische Umwelt; Schulumwelt; cooperation; Kooperation; Survey; Umfrage; Befragung; Lehrerverhalten; Inhaltsanalyse; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Centralisation; Zentralisierung; Europa; Lettland
Abstract	During the first decade of post-socialist transformation in Eastern Europe, the majority of education reform projects focused on in-service teacher education. Governments, international agencies and non-governmental organizations prioritized various in-service teacher education programs to help teachers deal with rapid changes in schools. This has consequently created a gap between school teachers, who had multiple in-service development opportunities, and pre-service teacher educators, who were largely left out of the reform processes. Using Latvia as a case study, this article examines one of the first efforts to create professional development opportunities for a group of pre-service teacher educators and explains how this short-term project had contributed to re-conceptualizing professional development for the participants involved in the initiative. Based on document analysis and in-depth interviews with 18 teacher educators, this article: examines the motives behind ongoing, voluntary professional development experiences among pre-service teacher educators; discusses the nature and characteristics of this unique initiative; and contextualizes the theory and practice of professional development of pre-service teacher educators in a post-socialist context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10