@inbook{541516fffbfb42049ad03ddab98513a4,
title = "Learning and design principles for teacher educators' professional development",
abstract = "Recently, more and more professional development initiatives for teacher educators are being designed and developed by local teacher education institutions, national organizations and international networks. As professional development for teacher educators is only recently described in the literature, no clear sets of design principles yet exist. This chapter presents 12 design principles: (1) ownership of content and process, (2) working in professional learning communities, (3) knowing each other, (4) informal and formal learning at the workplace, (5) paying attention to teacher educators{\textquoteright} multi-layered and multiple identities, (6) acknowledging that changing practices takes time, (7) taking account of pressures on teacher educators{\textquoteright} time, (8) forming networks, (9) striving for integration, (10) information and communication technology (ICT) is never an end in itself, (11) asynchronous group discussions and information resources, and (12) creating (virtual) space with sharing opportunities. In the final section, connections are drawn between the formulated design principles and local initiatives for teacher educators, and a plea is made for more design-based research on teacher educators{\textquoteright} professional development.",
author = "Hanne Tack and Ruben Vanderlinde and Yvonne Bain and Warren Kidd and Mary O'Sullivan and Amber Walraven",
year = "2021",
month = may,
day = "27",
doi = "10.4324/9781003037699",
language = "English",
isbn = "9780367480349",
series = "Routledge Research in Teacher Education",
publisher = "Taylor and Francis",
pages = "51--64",
editor = "Vanderlinde, {Ruben } and Smith, {Kari } and Murray, {Jean } and Lunenberg, {Mieke }",
booktitle = "Teacher Educators and their Professional Development",
address = "United States",
edition = "1",
}