How Context Influences the Continuing Professional Development of Teacher Educators Within the Ecological Environment of the IslandTerritories of the Organisation of Eastern Caribbean States
by Desirée Dornally Antonio, José Reis-Jorge, and Julie-Anne Regan
The continuing professional development (CPD) of teacher educators (TEs) has been receiving more attention over the past two decades globally. Reportedly, TEs have transitioned directly to teaching in higher education as school teachers without formal preparation or support in some cases.My study aims to understand issues that promote and/or hinder the CPD of the TEs within the ecological environment of the Organization of Eastern Caribbean States and identify policy areas as a response to issues raised. The Ecological Systems Theory of Human Development was used as the theoretical framework. A Mixed Method, exploratory, sequentialQUAL-quan design, is used. Data were collected in Phase 1 through semistructured interviews from six TEs and eight other participants who occupy different levels of the ecological context. In Phase 2, an online survey which was informed from the interview responses was developed and administered to the population (n=53) of the TEs. Data analysis was conducted using thematic analysis and simple descriptive statistics for the phases, respectively. Integration occurred at reporting and discussion of findings. Findings revealed that participants value CPD, but a weak CPD culture exists. Findings indicate lack of financial support and recognition for CPD efforts, heavy workload, family commitments, costs, time, and appropriate support from the various systems within the ecological environment hindered more than promoted their development. A consensus emerged among participants that proper systems and policies are needed to systematically address the CPD of the TEs. Recommendations are made in light of the findings.