Enhancing Professional Learning for the Improvement of Practice of Inservice Teacher Educators: Professional Learning for Inservice Teacher Educators

By Margaret Lamont.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The INSTEP Initiative (Strengthening In-Service Teacher Education Project, 2005 - 2008) was a New Zealand Ministry of Education funded research and development project about the professional learning and practice of advisers, facilitators, resource teachers, and other inservice teacher educators. The project involved drawing on current best evidence, and generating, using and disseminating new knowledge about what constitutes effective inservice teacher education practice. Within her role as one of the national facilitators of the INSTEP project, the author worked with a team of five regional facilitators from Victoria University, Wellington; who each worked with an additional team of five inservice teacher educators.

During the project, the facilitators engaged in collaborative inquiry and evidence based practice and adopted new technologies as appropriate to gather and analyse data, critically reflect on practice and to present findings. They explored current literature relating to aspects of their practice and developed analysis frameworks which they used in an endeavor to critically reflect on and improve their practice with teachers. This paper will reflect on the successes and challenges experienced by the participants in the exploratory phase of the project, and highlight some future implications for professional learning environments and contexts for inservice teacher educators.

Keywords: Professional Learning, Inservice Teacher Educators, Evidence-Based Inquiry, Facilitators, Advisors

The International Journal of Learning, Volume 16, Issue 6, pp.431-444. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.247MB).

Margaret Lamont

Programme Director, e-Portfolio Project, School of Educational Psychology and Pedagogy, Victoria University Wellington, Wellington, New Zealand

I am a lecturer in Information and Communications Technology at the College of Education, Victoria University. My current doctoral study is the development of a theoretical framework for evidence-based inquiry into practice for inservice teacher educators. I am also researching the development and implementation of an e-portfolio in the university’s pre-service teacher education programmes, which I have responsibility for coordinating and implementing in my role as Programme Director, e-Portfolio Project. I am particularly interested in the areas of critical reflection and inquiry in teacher and teacher educator professional learning, and the ways in which new digital technologies can enhance and support this aspect of learning.


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