Teacher Educators' Perceptions of Their Professional Roles in Myanmar
Main Article Content
Keywords
Myanmar, perceptions, professional roles, teacher education, TEs
Abstract
Although scholarly interest in TEs' professional roles and development has increased, limited research has explored how TEs in Asian countries perceive their roles. This study investigates the professional roles of TEs in Myanmar by examining their perceptions and how they vary by demographic characteristics and school-related factors. A quantitative design was employed to survey 408 TEs from Myanmar using a questionnaire that assessed their perceptions of their professional roles. The findings revealed that TEs identified five key functions: teacher of teachers, researcher, coach, curriculum developer, and broker. Among these, the role of teacher of teachers was most strongly emphasized, whereas the role of researcher was least recognized. Significant differences in perceptions were found based on gender, prior teaching experience, and area of expertise. The study concludes with recommendations for supporting TEs' professional development, highlighting the need to strengthen the research dimension of their professional practice.
References
Barahona, M., Darwin, S., Durán-Castro, M., & Lobos Stevens, C. (2024). Analyzing TEs' perspectives on professional pedagogical responsibility in initial EFL teacher education. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2356429
Bouckaert, M., & Kools, Q. (2018). TEs as curriculum developers: Exploration of a professional role. European Journal of Teacher Education, 41(1), 32-49. https://doi.org/10.1080/02619768.2017.1393517
Chung, J. (2023). Research-informed teacher education, teacher autonomy and teacher agency: The example of Finland. London Review of Education, 21(1), 13. https://doi.org/10.14324/LRG.21.1.13
Cochran-Smith, M. (2005). TEs as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219-225. https://doi.org/10.1016/j.tate.2004.12.003
den Hertog, G., Louws, M., van Rijiswijk, M., van Tartwijk, J. (2025). How second-career teachers, TEs and school actors perceive conditions for beneficial use of previous professional expertise. Teaching and Teacher Education, 165, Article:105111. https://doi.org/10.1016/j.tate.2025.105111
Ducharme, M., & Ducharme, E. (1996). A study of TEs: Research from the USA. Journal of Education for Teaching, 22(1), 57-70. https://doi.org/10.1080/02607479650038427
Ellis, V., Blackin, G., Heighes, D., Norman, M., Nocol, S., & Norris, K. (2013). A difficult realization: The proletarianization of higher education-based TEs. Journal of Education for Teaching, 39(3), 266-280. https://doi.org/10.1080/02607476.2013.799845
European Commission. (2013). Supporting Teacher Educators for better learning outcomes. European Commission.
Fiskum, T. A., Jegstad, K. M., Aspfors, J., & Eklund, G. (2025). The goal of research-based learning in teacher education: Norwegian and Finnish TEs' perspectives. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2465918
Grobgeld, E., Teichman-Weinberg, A., Wasserman, E., & Barchilon Ben-Av, M. (2016). Role perception among faculty members at teacher education colleges. Australian Journal of Teacher Education, 41(5). http://dx.doi.org/10.14221/ajte.2016v41n5.6
Hoydalsvik, T. E. L. (2017). Cooperation is not enough: TEs as curriculum developers in times of change. International Journal of Higher Education, 6(5), 76-87. https://doi.org/10.5430/ijhe.v6n5p76
Jonker, H., Marz, V., & Voogt, J. (2018). Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120-133. https://doi.org/10.1016/j.tate.2017.12.016
Klecka, C. L., Donovan, L., Venditti, K., & Short, B. (2008). Who is a teacher educator? Enactment of teacher educator identity through electronic portfolio development. Action in Teacher Education, 29(4), 83-91. https://doi.org/10.1080/01626620.2008.10463471
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for TEs. Teaching and Teacher Education, 21(2), 157-176.
Loughran, J. & Berry, A. (2005). Modelling by TEs. Teaching and Teacher Education, 21, 193-203. https://doi.org/10.1016/j.tate.2004.12.005
Lunenberg, M. (2010). Characteristics, scholarship and research of TEs. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (pp. 676-680). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00674-6
Lunenberg, M., Dengerink, J., & Lorthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of TEs. Sense Publishers.
Meeus, W., Cools, W., & Plackle, I. (2017). TEs developing professional roles: frictions between current and optimal practices. European Journal of Teacher Education, 41(1), 15-31. https://doi.org/10.1080/02619768.2017.1393515
Murray, J. & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125-142. https://doi.org/10.1016/j.tate.2004.12.006
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective. Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, 2010, No.48, OECD Publishing. http://dx.doi.org/10.1787/5kmbphh7s47h-en
Organisation for Economic Co-operation and Development. (2019). A flying start: Improving initial teacher preparation systems. OECD Publishing.
Paulsrud, D., & Wermke, W. (2020). Decisionmaking in context: Swedish and Finnish teachers' perceptions of autonomy. Scandinavian Journal of Educational Research, 64(5), 706-727. https://doi.org/10.1080/00313831.2019.1596975
Prozesky, H. E. (2012). Gender differences in the journal publication productivity of South African academic authors. South African Review of Sociology, 37(2), 87-112. https://doi.org/10.1080/21528586.2006.10419149
Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators' task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303. https://doi.org/10.1016/j.tate.2021.103303
Rosdi, A. M., Khalid, F., & Rasul, M. S. (2020). Factors influencing the formation of teacher professional identity in technology integration. Journal of Educational and Social Research, 10(5), 1-12. https://doi.org/10.36941/jesr-2020-0082
Smith, K. (2011). The multi-faceted teacher educator: A Norwegian perspective. Journal of Education for Teaching, 37(3), 337-349. https://doi.org/10.1080/02607476.2011.588024
Smith, K. & Flores, M. A. (2019). The Janusfaced teacher educator. European Journal of Teacher Education, 42(4), 433-446. https://doi.org/10.1080/02619768.2019.1646242
Swennen, A., Jones, K., & Volman, M. (2010). TEs: Their identities, sub-identities and implications for professional development.
Professional Development in Education, 36(1-2), 131-148. https://doi.org/10.1080/19415250903457893
Tep, V. (2024). TEs as curriculum developers: A case study of teacher education colleges in Cambodia. Frontiers in Education, (9)1328023. https://doi.org/10.3389/feduc.2024.1328023
Tsukawaki, R., Maki, T., Hirata, Y., Okahana, K., Shimoda, A., Tsushima, A., & Omori, M. (2023). Multidimensional psychometrics of TEs' professional identity: An initial validation with TEs in Southeast Asia. Education Sciences, 13(9), 943. https://doi.org/10.3390/edusci13090943
United Nations Educational, Scientific and Cultural Organization. (2016). Capacity development plan for TEs: Strengthening pre-service teacher education in Myanmar (STEM). https://www.lextutor.ca/myanmar/montrose_3.pdf
Valle, A. M., Pajchel, K., Hansén, S-E., Orset, A. K., & Holand, A. M. (2025). TEs' understanding of research-based teacher education. Educational Research, 67(2), 152-169. https://doi.org/10.1080/00131881.2025.2480547
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127. https://doi.org/10.1016/j.tate.2014.08.006
Bouckaert, M., & Kools, Q. (2018). TEs as curriculum developers: Exploration of a professional role. European Journal of Teacher Education, 41(1), 32-49. https://doi.org/10.1080/02619768.2017.1393517
Chung, J. (2023). Research-informed teacher education, teacher autonomy and teacher agency: The example of Finland. London Review of Education, 21(1), 13. https://doi.org/10.14324/LRG.21.1.13
Cochran-Smith, M. (2005). TEs as researchers: Multiple perspectives. Teaching and Teacher Education, 21, 219-225. https://doi.org/10.1016/j.tate.2004.12.003
den Hertog, G., Louws, M., van Rijiswijk, M., van Tartwijk, J. (2025). How second-career teachers, TEs and school actors perceive conditions for beneficial use of previous professional expertise. Teaching and Teacher Education, 165, Article:105111. https://doi.org/10.1016/j.tate.2025.105111
Ducharme, M., & Ducharme, E. (1996). A study of TEs: Research from the USA. Journal of Education for Teaching, 22(1), 57-70. https://doi.org/10.1080/02607479650038427
Ellis, V., Blackin, G., Heighes, D., Norman, M., Nocol, S., & Norris, K. (2013). A difficult realization: The proletarianization of higher education-based TEs. Journal of Education for Teaching, 39(3), 266-280. https://doi.org/10.1080/02607476.2013.799845
European Commission. (2013). Supporting Teacher Educators for better learning outcomes. European Commission.
Fiskum, T. A., Jegstad, K. M., Aspfors, J., & Eklund, G. (2025). The goal of research-based learning in teacher education: Norwegian and Finnish TEs' perspectives. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2465918
Grobgeld, E., Teichman-Weinberg, A., Wasserman, E., & Barchilon Ben-Av, M. (2016). Role perception among faculty members at teacher education colleges. Australian Journal of Teacher Education, 41(5). http://dx.doi.org/10.14221/ajte.2016v41n5.6
Hoydalsvik, T. E. L. (2017). Cooperation is not enough: TEs as curriculum developers in times of change. International Journal of Higher Education, 6(5), 76-87. https://doi.org/10.5430/ijhe.v6n5p76
Jonker, H., Marz, V., & Voogt, J. (2018). Teacher educators' professional identity under construction: The transition from teaching face-to-face to a blended curriculum. Teaching and Teacher Education, 71, 120-133. https://doi.org/10.1016/j.tate.2017.12.016
Klecka, C. L., Donovan, L., Venditti, K., & Short, B. (2008). Who is a teacher educator? Enactment of teacher educator identity through electronic portfolio development. Action in Teacher Education, 29(4), 83-91. https://doi.org/10.1080/01626620.2008.10463471
Koster, B., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for TEs. Teaching and Teacher Education, 21(2), 157-176.
Loughran, J. & Berry, A. (2005). Modelling by TEs. Teaching and Teacher Education, 21, 193-203. https://doi.org/10.1016/j.tate.2004.12.005
Lunenberg, M. (2010). Characteristics, scholarship and research of TEs. In E. Baker, B. McGaw, & P. Peterson (Eds.), International encyclopedia of education (pp. 676-680). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00674-6
Lunenberg, M., Dengerink, J., & Lorthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of TEs. Sense Publishers.
Meeus, W., Cools, W., & Plackle, I. (2017). TEs developing professional roles: frictions between current and optimal practices. European Journal of Teacher Education, 41(1), 15-31. https://doi.org/10.1080/02619768.2017.1393515
Murray, J. & Male, T. (2005). Becoming a teacher educator: Evidence from the field. Teaching and Teacher Education, 21(2), 125-142. https://doi.org/10.1016/j.tate.2004.12.006
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective. Current practices in OECD countries and a literature review on potential effects. OECD Education Working Papers, 2010, No.48, OECD Publishing. http://dx.doi.org/10.1787/5kmbphh7s47h-en
Organisation for Economic Co-operation and Development. (2019). A flying start: Improving initial teacher preparation systems. OECD Publishing.
Paulsrud, D., & Wermke, W. (2020). Decisionmaking in context: Swedish and Finnish teachers' perceptions of autonomy. Scandinavian Journal of Educational Research, 64(5), 706-727. https://doi.org/10.1080/00313831.2019.1596975
Prozesky, H. E. (2012). Gender differences in the journal publication productivity of South African academic authors. South African Review of Sociology, 37(2), 87-112. https://doi.org/10.1080/21528586.2006.10419149
Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators' task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303. https://doi.org/10.1016/j.tate.2021.103303
Rosdi, A. M., Khalid, F., & Rasul, M. S. (2020). Factors influencing the formation of teacher professional identity in technology integration. Journal of Educational and Social Research, 10(5), 1-12. https://doi.org/10.36941/jesr-2020-0082
Smith, K. (2011). The multi-faceted teacher educator: A Norwegian perspective. Journal of Education for Teaching, 37(3), 337-349. https://doi.org/10.1080/02607476.2011.588024
Smith, K. & Flores, M. A. (2019). The Janusfaced teacher educator. European Journal of Teacher Education, 42(4), 433-446. https://doi.org/10.1080/02619768.2019.1646242
Swennen, A., Jones, K., & Volman, M. (2010). TEs: Their identities, sub-identities and implications for professional development.
Professional Development in Education, 36(1-2), 131-148. https://doi.org/10.1080/19415250903457893
Tep, V. (2024). TEs as curriculum developers: A case study of teacher education colleges in Cambodia. Frontiers in Education, (9)1328023. https://doi.org/10.3389/feduc.2024.1328023
Tsukawaki, R., Maki, T., Hirata, Y., Okahana, K., Shimoda, A., Tsushima, A., & Omori, M. (2023). Multidimensional psychometrics of TEs' professional identity: An initial validation with TEs in Southeast Asia. Education Sciences, 13(9), 943. https://doi.org/10.3390/edusci13090943
United Nations Educational, Scientific and Cultural Organization. (2016). Capacity development plan for TEs: Strengthening pre-service teacher education in Myanmar (STEM). https://www.lextutor.ca/myanmar/montrose_3.pdf
Valle, A. M., Pajchel, K., Hansén, S-E., Orset, A. K., & Holand, A. M. (2025). TEs' understanding of research-based teacher education. Educational Research, 67(2), 152-169. https://doi.org/10.1080/00131881.2025.2480547
Vanassche, E., & Kelchtermans, G. (2014). Teacher educators' professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117-127. https://doi.org/10.1016/j.tate.2014.08.006
Article Sidebar
Published
Jul 26, 2026
Article Details
How to Cite
Wai, T. N. N. (2026). Teacher Educators’ Perceptions of Their Professional Roles in Myanmar. AsTEN Journal of Teacher Education, 10(1). https://doi.org/10.56278/asten.v10i1.4091
Section
Section 1: Research Articles and Research Briefs
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
