Cultivating Educative Teacher Educators: Leveraging the Experiential Learning Spiral in Design-Based Research

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Design-Based Research and Transformative Practices: Cultivating Teacher Educator Agency and Professional Growth (Table 11)

Abstract

Using the Design-Based Research (DBR) approach, this study examines how to prepare educative teacher educators through a professional development program leveraging the experiential learning spiral theory in an underdeveloped Chinese context. Two major findings emerged from the analysis of textual, questionnaire survey, and interview data generated with 43 participating teacher educators and 43 novice teachers they were paired with for practicing educative mentoring. First, the participants enhanced their positioning-, relationship-, content-, strategy-, and impact-related competencies in educative mentoring. Second, the participants achieved the identified learning outcomes by spirally going through concrete experiences, reflective observations, abstract conceptualizations, and active experimentation in the program. This study generates new theoretical insights and practical implications for teacher educator development internationally.

Authors

• Wei Liao, Beijing Normal University

• Zhaoxuan Wang, University of Macau

• Xiaoyan Li, Beijing Normal University

• Qiujin Dong, Xinjiang Normal University