Learning and design principles for teacher educators' professional development

Hanne Tack*, Ruben Vanderlinde, Yvonne Bain, Warren Kidd, Mary O'Sullivan, Amber Walraven

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Citations (Scopus)


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’ multi-layered and multiple identities, (6) acknowledging that changing practices takes time, (7) taking account of pressures on teacher educators’ 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’ professional development.
Original languageEnglish
Title of host publicationTeacher Educators and their Professional Development
Subtitle of host publicationLearning from the Past, Looking to the Future
EditorsRuben Vanderlinde, Kari Smith, Jean Murray, Mieke Lunenberg
Place of PublicationLondon
PublisherTaylor and Francis
Number of pages14
ISBN (Electronic)9781000382495
ISBN (Print)9780367480349
Publication statusPublished - 27 May 2021

Publication series

NameRoutledge Research in Teacher Education


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