Teacher educators inquiring into their own practice

Abstract

Much has been written about teachers’ professional learning through inquiry into their own practice. The emphasis has been on teachers researching, reflecting and making change in their practice. Despite the wealth of literature concerning teacher inquiry and professional development, there is little about teacher educators with respect to their professional learning and inquiry. In this study, we examine an evidence‐based professional learning project for inservice teacher educators situated in New Zealand. This involved advisers, facilitators and other inservice teacher educators who work with teachers in schools. Our project identified successes and challenges that inservice teacher educators face in leading their own professional learning. The successes included working collaboratively, legitimising reflective practice and using evidence to support learning and change. The challenges included the time and commitment to ensure sustainable change and also the issue of rigour in evidence‐based inquiry learning.