Mieke Lunenberg

• Ph.D.
• Vrije Universiteit Amsterdam

Flertallet av studentene ved landets høyere utdanningsinstitusjoner er kvinner, og det er like mange kvinner som menn som tar doktorgrad. Likevel er over to tredeler av professorene ved landets universiteter og høgskoler menn. Hvordan kan vi forstå denne vedvarende kjønnsubalansen? Hva er det med akademia som gjør at kvinner faller fra på veien opp...

This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures, and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks, and opportunities for professional development and self-study research. In this chapter we firstl...

The profession of teacher educators is substantially different from the teaching profession. The transition from being a teacher to becoming a teacher of teachers and a researcher is considered to be a key element in the development of a teacher educator. Therefore, it is not surprising that the professional roles «teacher of teachers» and «researc...

The paper is about a self-study according to the methods of Self-Study of Teacher Education Practices (S-STEP) community. The study was performed in obligatory courses for university teachers in the Netherlands. It is a 200 hours course. The study is about unplanned teachable moment that occur and how one can train oneself to handle them more effec...

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of...

This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and a...

In the last decade, the attention for research in teacher education in the Netherlands has grown, influenced among others by international developments. Because, traditionally, most Dutch teacher educators have a teaching only job, this shift led to increasing attention for the enhancement of research qualifications of Dutch teacher educators. In t...

In the spring of 2015 we, the four authors of this chapter, prepared a professional learning trajectory for a group of Dutch teacher educators who wanted to study their own educational practice. We used the journey metaphor as a leading concept, for ourselves as well as for the participants. We thought about ourselves as “tour guides,” seeking to i...

In this final chapter we, the authors of the Dutch part of this book, share our conversation about what we have discovered about teaching, learning, and enacting self-study methodology. Four main issues arose from our conversation. The first issue is the way that the context in which a self-study is carried out influences the further development of...

After analysis of international policies for teacher educators’ professional development, this chapter uses case studies of teacher educators’ professional development in the Netherlands, England and Norway, contextualised within the changes to each teacher education system since 2010, to consider broad issues for pan-European teacher education.

In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes of professional learning across national borders....

The profession of teacher educators is substantially different from the teaching profession. The transition from being a teacher to becoming a teacher of teachers and a researcher is considered to be a key element in the development of a teacher educator. Therefore, it is not surprising that the professional roles «teacher of teachers» and «researc...

Der Beruf der Lehrerbildnerinnen und Lehrerbildner unterscheidet sich wesentlich vom Lehrberuf. Deshalb stellt der Übergang von der Lehrperson zur Lehrerin bzw. zum Lehrer von Lehrpersonen wie auch zur Forscherin bzw. zum Forscher ein Schlüsselelement in der Entwicklung von Lehrerbildnerinnen und Lehrerbildnern dar. Es ist daher nicht verwunderlich...

Der Beruf der Lehrerbildnerinnen und Lehrerbildner unterscheidet sich wesentlich vom Lehrberuf. Deshalb stellt der Übergang von der Lehrperson zur Lehrerin bzw. zum Lehrer von Lehrpersonen wie auch zur Forscherin bzw. zum Forscher ein Schlüsselelement in der Entwicklung von Lehrerbildnerinnen und Lehrerbildnern dar. Es ist daher nicht verwunderlich...

See: https://www.bera.ac.uk/blog/teacher-educators-identity

This study reports on what 13 teacher educators going through a procedure to become registered as a teacher educator in 2011–2012 learned, what goals they formulated for their further professional development and what activities they planned to achieve these goals. The methods used in this study are mainly the same as were used at the time the firs...

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of...

This book is a review of more than twenty years of international research on teacher educators. It offers an overview of what is known about professional roles, professional behaviour and professional development of teacher educators, based on an analysis of 13 key publications. Also includedd a chapter: The Dutch Case, Quaslity Improvement in the...

Teacher educators are a heterogeneous group. Not only do they come from different backgrounds, but they also work in different settings (Lunenberg, 2010*). Some work in an institution for teacher education for primary education, some in a teacher education institution for secondary education. Others work in teacher education institutions for specif...

As stated in the previous chapters of this book, teacher educators play a crucial role in maintaining and developing the quality of teachers, both at the primary and the secondary level (Liston, Borko, & Whitcomb, 2008). As we have seen in recent years, a variety of scholars have emphasised this implies that teacher educators have a profession of t...

The aim of this first step is to carefully document all stages of the review process. We have done so and will explain below the selection of our sources and of the studies we have used in the review study. We will also describe the process of data analysis and data interpretation. Next, we will report on how we have enhanced the trustworthiness, t...

In this chapter, we present the results of our review study. In Section 4.1, we describe the six professional roles of teacher educators we have found. In the following sections (Sections 4.2 to 4.7), we describe the critical features for each role, and for the accompanying behaviour. Next, we report on the critical features for the development of...

In Chapter 1, we discussed that since the 1990s, there has been more attention to the crucial role of teacher educators in the educational chain. This has led to many studies about and by teacher educators. However, the research in this area has been quite scattered and missing until now was a clear, research-based overview of what is known interna...

This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities. Data sources were digi...

This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy for teaching self-study research. Without claiming...

This article begins with a description of the diverse backgrounds and working circumstances of teacher educators and their broad scope of tasks and responsibilities. One important priority among others in the induction of novice teacher educators is enhancing scholarship and becoming research-active. The increasing emphasis on research in education...

In a Dutch self-study project, five teacher educators studied their own practices with three experienced researchers as the facilitators of the group. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, we report two of the teacher...

In this article, we focus on an analysis of critical issues in supporting teacher educators conducting a self-study. As data, we have used the digital logbooks written by the participating teacher educators, the outcomes of the interviews we held at the end of the support process, and of a follow-up questionnaire answered by the participating teach...

International experiences have provided evidence that self-study research by teacher educators is productive, both for the teacher educators themselves and for the bottom-up development of knowledge about teacher education. This article is a report of a research study into the results of a Dutch project, in which nine teacher educators studied thei...

In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school‐based. Building on theories on the functioning of the human mind in general, an...

The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher educators to make their values explicit and to explain...

This article reports on the professional development of teacher educators within the context of a national project, 'Professional Quality of Teacher Educators,' where a professional standard and a standards-based procedure of (self-)assessment and professional development have been created and effectively implemented. This project offered a unique...

Teacher educators seem to agree that, to be able to support their student teachers' learning, they themselves should be good models of the kind of teaching they are trying to promote. However, it is clear from the literature that this congruent teaching is not self‐evident in teacher education. In the present article, we describe a small in‐depth s...

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This article reports on the results of an intensive summer course in which a community of learners, consisting of three teaching and teacher education academics and 17 European PhD students in the field of education, conducted a collective self-study. The international collective self-study offered a unique opportunity to go beyond parochial and lo...

New visions of learning have entered education. This article discusses the consequences for teacher education, and examines modelling by teacher educators as a means of changing the views and practices of future teachers. The results of a literature search and a multiple case study on modelling are discussed. Both the literature search and the case...

The idea of teachers and teacher educators engaging in research is not, in itself, new, but in recent years the propagation of this idea seems to have become really popular. This growing popularity brings the risk that practitioner research will degenerate into an increasingly vague and obscure ‘container concept’. The aim of this article is to pau...

In 1997, courses at Dutch teacher education institutes were changed so that students nearing completion of their courses are now expected to teach without immediate supervision over a period of a few months. The introduction of this more school-based teacher training has been introduced to minimise the ‘practice shock’ that the beginning teacher (i...

Lerarenopleiders zijn betrokken op het leren en professionaliseren van leraren in opleiding en docenten. Maar hoe zijn lerarenopleiders bezig met hun eigen professionele ontwikkeling? Deze vraag stond centraal in ons onderzoek naar de ervaringen van deelnemers aan het (zelf)beoordelings- en registratietraject van de VELON. We vroegen ons af welke d...

Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher educators involved. Many teacher educators, howeve...

Although there is a fair amount of knowledge on the issue of promoting student‐directed learning, research indicates that teachers are not always able to put that knowledge into practice. Therefore, new educational practices related to student‐directed learning should be introduced in teacher education. This makes it possible to break the didactic...

The (growing) political, social and scientific attention to the moral aspects of teaching also concerns teacher education.This article reports an exploratory study into the preparation of student teachers for moral education. The designing of goals, program parts and teaching and learning methods for a part of the first year curriculum of a teacher...

This chapter begins with an analysis of the gains of self-study research at the personal, institutional and collective levels and illustrates these with a variety of examples. They show that self-study has – at the personal level – the potential to imprOffe individual teacher educators’ practices, but that – at an institutional level – it can also...

This article describes the results of a study on the views of teacher educators, and the way these views are expressed in practice. The study focuses on views of learning and teaching that can promote a shift from teacher educator-directed learning to student-directed learning. We found that teacher educators did not always ‘teach as they preach’,...

This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with colleagues and experts, six groups of competences were formulat...

Met dit artikel willen we de ideeën delen die we hebben gekregen door het doen van onderzoek naar onze praktijk als lerarenopleider en door de evaluatieve gesprekken die we hebben gehad naar aanleiding van de resultaten van het onderzoek. We hebben voor dit artikel vier thema’s geselecteerd, die uit het onderzoek en de evaluatieve gesprekken als be...

In this paper, we describe how the shortage of teachers accelerates the development of Dutch teacher education in a more competence- and school-based direction. We address three themes. First, we note that Dutch teacher education institutes are taking initiatives to develop competence-based curricula and assessment. However, until now these develop...

This article discusses how teachers and adult, female, immigrant students in basic education deal with active learning. The study orientations, mental models of learning and images of ideal students of the two groups are compared both with each other and with actual educational practice, in order to obtain insight into the impediments to active lea...