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International Research, Policy and Practice in Teacher Education pp 107–121Cite as

The Development of the Identity of Teacher Educators in the Changing Context of Teacher Education in the Netherlands

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Abstract

The study presented in this chapter is about the development of the professional identity of Dutch primary teacher educators from different generations. The focus is on how teacher educators develop individually during their professional career and how this individual development relates to changes in their profession. Data were collected and analysed using a biographical research methodology. Analysis of the results shows how participants constructed their identity as teacher educators influenced by their personal history in relation to the (historical) context of teacher education.

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Author information

Authors and Affiliations

  1. Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

    Anja Swennen

  2. Universiteit van Amsterdam, Amsterdam, The Netherlands

    Monique Volman

Authors
  1. Anja Swennen
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  2. Monique Volman
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Corresponding author

Correspondence to Anja Swennen .

Editor information

Editors and Affiliations

  1. Cass School of Education and Communities, University of East London, London, UK

    Jean Murray

  2. Faculty of Human Behaviour and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands

    Anja Swennen

  3. Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

    Clare Kosnik

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Swennen, A., Volman, M. (2019). The Development of the Identity of Teacher Educators in the Changing Context of Teacher Education in the Netherlands. In: Murray, J., Swennen, A., Kosnik, C. (eds) International Research, Policy and Practice in Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-030-01612-8_8

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  • DOI: https://doi.org/10.1007/978-3-030-01612-8_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-01610-4

  • Online ISBN: 978-3-030-01612-8

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