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@article{6d2f18d814734be4a2eb3f2e115ba725,
title = "Supporting professional learning and development through international collaboration in the co-construction of an undergraduate teaching qualification",
abstract = "This article explores one thread from a larger, longitudinal research project that investigated the views and experiences of teacher educators in Malaysia and from the United Kingdom who were involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary Mathematics, with English and health and physical education as minor subjects. The article examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The research findings suggest that this co-constructive approach was effective in enabling senior managers and teacher educators involved in the project to critique their own practice and to further develop their understanding of effective teacher education. These findings have implications for developing the pedagogy of teacher educators in other contexts: the co-construction of a programme with colleagues who had different understandings of the nature of teacher education enabled new insight into participants’ own practice.",
keywords = "co-construction, pedagogy, international collaboration , teacher education, professional learning, professional development",
author = "Sally Jarvis and Julie Bowtell and Lynn Bhania and Claire Dickerson",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 19 May 2015, available at: http://dx.doi.org/10.1080/19415257.2015.1026454.",
year = "2016",
month = "5",
day = "26",
doi = "10.1080/19415257.2015.1026454",
language = "English",
volume = "42",
pages = "403--422",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Supporting professional learning and development through international collaboration in the co-construction of an undergraduate teaching qualification

AU - Jarvis, Sally

AU - Bowtell, Julie

AU - Bhania, Lynn

AU - Dickerson, Claire

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 19 May 2015, available at: http://dx.doi.org/10.1080/19415257.2015.1026454.

PY - 2016/5/26

Y1 - 2016/5/26

N2 - This article explores one thread from a larger, longitudinal research project that investigated the views and experiences of teacher educators in Malaysia and from the United Kingdom who were involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary Mathematics, with English and health and physical education as minor subjects. The article examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The research findings suggest that this co-constructive approach was effective in enabling senior managers and teacher educators involved in the project to critique their own practice and to further develop their understanding of effective teacher education. These findings have implications for developing the pedagogy of teacher educators in other contexts: the co-construction of a programme with colleagues who had different understandings of the nature of teacher education enabled new insight into participants’ own practice.

AB - This article explores one thread from a larger, longitudinal research project that investigated the views and experiences of teacher educators in Malaysia and from the United Kingdom who were involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary Mathematics, with English and health and physical education as minor subjects. The article examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The research findings suggest that this co-constructive approach was effective in enabling senior managers and teacher educators involved in the project to critique their own practice and to further develop their understanding of effective teacher education. These findings have implications for developing the pedagogy of teacher educators in other contexts: the co-construction of a programme with colleagues who had different understandings of the nature of teacher education enabled new insight into participants’ own practice.

KW - co-construction

KW - pedagogy

KW - international collaboration

KW - teacher education

KW - professional learning

KW - professional development

U2 - 10.1080/19415257.2015.1026454

DO - 10.1080/19415257.2015.1026454

M3 - Article

VL - 42

SP - 403

EP - 422

JO - Professional Development in Education

JF - Professional Development in Education

SN - 1941-5257

IS - 3

ER -