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<?xml version="1.0" encoding="UTF-8"?> <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd"> <html xmlns="http://www.w3.org/1999/xhtml" lang="en-US" xml:lang="en-US"> <head> <title>THE POTENTIALS OF A TRANSIENT TRANSNATIONAL COMMUNITY FOR TEACHER EDUCATORS’ PROFESSIONAL LEARNING AND DEVELOPMENT | Oesterle | European Journal of Education Studies</title> <meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> <meta name="description" content="THE POTENTIALS OF A TRANSIENT TRANSNATIONAL COMMUNITY FOR TEACHER EDUCATORS’ PROFESSIONAL LEARNING AND DEVELOPMENT" /> <meta name="keywords" content="transient transnational communities; teacher educators; professional learning; professional development; autoethnography; Interpretative Phenomenological Analysis" /> <link rel="icon" href="https://www.oapub.org/edu/public/journals/1/journalFavicon_en_US.png" type="image/png" /> <link rel="schema.DC" href="http://purl.org/dc/elements/1.1/" /> <meta name="DC.Contributor.Sponsor" xml:lang="en" content=""/> <meta name="DC.Creator.PersonalName" content="Mareike Oesterle"/> <meta name="DC.Creator.PersonalName" content="Götz Schwab"/> <meta name="DC.Creator.PersonalName" content="Sabine Hoffmann"/> <meta name="DC.Creator.PersonalName" content="Richard Baldwin"/> <meta name="DC.Date.created" scheme="ISO8601" content="2020-07-17"/> <meta name="DC.Date.dateSubmitted" scheme="ISO8601" content="2020-07-17"/> <meta name="DC.Date.issued" scheme="ISO8601" content="2020-07-08"/> <meta name="DC.Date.modified" scheme="ISO8601" content="2020-07-17"/> <meta name="DC.Description" xml:lang="en" content=" Although there has been a rising interest in the profession of teacher educators, there is still a lack of research looking at the professional learning and development of teacher educators. Taking a European perspective, we intend to contribute to the field of teacher education. At the outset we outline current literature and research findings, indicating various challenges that teacher education professionals face in today’s society, which are prominent in many contexts of language teacher education. Choosing to study a transient transnational community of 11 teacher educators as an autoethnographic case, we draw on qualitative data collected in the context of the ERASMUS+ project proPIC and use Interpretative Phenomenological Analysis (IPA) to approach our data. In this article, we provide an overview of factors that teacher educators describe as beneficial and restraining when engaging in a transnational transient community. Based on our findings, we argue that through a systematically planned implementation and critical evaluation of transient transnational communities in language teacher education, professional learning can be fostered. 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She has a degree in primary and secondary teaching and is part of the Institute of Multilingualism, Karlsruhe University of Education, Germany. So far, she has been involved in a number of different projects (e.g. proPIC, VEO Europa and Beyond School) mainly aiming at developing innovative formats to support (future) teachers’ in their own Continuing Professional Development (CPD). In her PhD she currently investigates a transient professional community of teacher educators and explores possible ways to foster professional learning in a transnational context. Further interests are language learning and teaching, as well as the use of mobile technologies in teacher education.</p> </div> <div class="separator"></div> <div class="authorBio"> <p> <em>Götz Schwab</em><br /> University of Education Ludwigsburg, Germany </p> <p><strong><strong></strong></strong><p><strong>Götz Schwab</strong> is Professor of Applied Linguistics at the Institute of English, Ludwigsburg University of Education, Germany. He worked as a secondary school teacher before he started a career at the university where he received his PhD in 2008. He is currently head of the Institute and involved in a number of transnational projects. Götz Schwab has a wide range of research interests. This includes Conversation Analysis for Second Language Acquisition (CA-SLA), telecollaboration/Virtual Exchange and the use of mobile technology, syntax, low achievers and students-at-risk, especially at secondary schools, ELT/FLT methodology in primary and secondary schools as well as Content and Language Integrated Learning (CLIL).</p></p> </div> <div class="separator"></div> <div class="authorBio"> <p> <em>Sabine Hoffmann</em><br /> Università degli Studi di Palermo, Italy </p> <p><p><strong>Sabine Hoffmann</strong> (Prof. Dr.) teaches German as a Foreign Language at the University of Palermo (Italy). After her Degree in German Studies and a PhD in German as a Foreign Language she worked for many years as a trainer for German teachers at the Goethe-Institut, Italy. Her main research interests are video-mediated communication and online learning processes, and research into classroom interaction.</p></p> </div> <div class="separator"></div> <div class="authorBio"> <p> <em>Richard Baldwin</em><br /> Högskolan i Borås, Sweden </p> <p><p><strong>Richard Baldwin</strong> is a senior lecturer at the Faculty of Librarianship, Information, Education and IT at the University of Borås, Sweden. He defended his PhD theses in 2013, which looked at the recontextualisation of the Bologna process in teacher education in Sweden. 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COMMUNITY FOR TEACHER EDUCATORS’ PROFESSIONAL LEARNING AND DEVELOPMENT</h3></div> <div id="authorString"><em>Mareike Oesterle, Götz Schwab, Sabine Hoffmann, Richard Baldwin</em></div> <br /> <div id="articleAbstract"> <h4>Abstract</h4> <br /> <div><p>Although there has been a rising interest in the profession of teacher educators, there is still a lack of research looking at the professional learning and development of teacher educators. Taking a European perspective, we intend to contribute to the field of teacher education. At the outset we outline current literature and research findings, indicating various challenges that teacher education professionals face in today’s society, which are prominent in many contexts of language teacher education. Choosing to study a transient transnational community of 11 teacher educators as an autoethnographic case, we draw on qualitative data collected in the context of the ERASMUS+ project proPIC and use Interpretative Phenomenological Analysis (IPA) to approach our data. In this article, we provide an overview of factors that teacher educators describe as beneficial and restraining when engaging in a transnational transient community. Based on our findings, we argue that through a systematically planned implementation and critical evaluation of transient transnational communities in language teacher education, professional learning can be fostered.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0614/a.php" alt="Hit counter" /></p></div> <br /> </div> <div id="articleSubject"> <h4>Keywords</h4> <br /> <div>transient transnational communities; teacher educators; professional learning; professional development; autoethnography; Interpretative Phenomenological Analysis</div> <br /> </div> <div id="articleFullText"> <h4>Full Text:</h4> <a href="https://www.oapub.org/edu/index.php/ejes/article/view/3192/5828" class="file" target="_parent">PDF</a> </div> <div id="articleCitations"> <h4>References</h4> <br /> <div> <p>Adams, E., Ellis, C. & Jones, S. H. (2017). Authoethnography. In J. Matthes, C. S. Davis & R. F. 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