Professional learning and change

The experience of literature teacher educators

Abstract

This paper presents vignettes from life-stories of literature teacher educators, who participated in a wide-scale research project. Semi-structured in-depth interviews were conducted with these individuals, as part of a study into their professional development as literature teacher educators. The findings indicate changes in their thinking about literature and the instruction of literature, as well as changes in their understanding of their role as literature teacher educators. The findings allowed us to construct a dynamic model of professional development of literature teacher educators. This study contributes new insight regarding processes of teacher educators’ professional development and change in their thinking about their work.