University of Hertfordshire

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Original languageEnglish
Pages (from-to)403-422
Number of pages20
JournalProfessional Development in Education
Early online date19 May 2015
Publication statusPublished - 26 May 2016


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.


This is an Accepted Manuscript of an article published by Taylor & Francis in Professional Development in Education on 19 May 2015, available at:

ID: 9553037