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Teacher educators' professional development: conceptualisation and operationalisation of teacher educators' researcherly disposition

Hanne Tack (UGent) and Ruben Vanderlinde (UGent)
(2015)
Author
Organization
Abstract
From the beginning of the twenty-first century, workplace learning receives increased attention in both research literature and policy documents. In this respect, teacher educators are often perceived as a unique vocational group with specific vocational needs. Focusing on these specific needs and characteristics, teacher educators’ professional development can be conceptualized as the development of a researcherly disposition. This refers to teacher educators’ habit of mind to engage in research – as both a consumer of research and a producer of research to improve their own practice and to contribute to the knowledge base on teacher education. In the current study, this concept is operationalized into a valid and reliable measurement instrument ‘The Teacher Educators’ Researcherly Disposition Scale – TERDS’ enabling the measurement of teacher educators’ professional development. Taking into account the shortcomings in the emerging research field on teacher educators’ professional development - which is largely characterized by small-scaled and qualitative studies - a large-scale quantitative survey study (n = 944) was conducted. An exploratory factor analysis (n= 472) and a confirmative factor analysis (n=472) revealed a valid and reliable four-factor structure of teacher educators’ researcherly disposition consisting of: (1) ‘Valuing research as a teacher educator’(α= .86), (2) ‘Being a smart consumer of research’ (α= .89), (3) ‘Being able to conduct research as a teacher educator’(α= .82), and (4) ‘Conducting research as a teacher educator’(α= .87). Goodness of fit estimates were calculated, all indicating good fit. To conclude, implications for further research and practices on teacher educators’ professional development are discussed.
Keywords
Teacher educators, Professional development, Researcherly disposition, Workplace learning, Measurement instrument, Teacher education

Citation

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Chicago
Tack, Hanne, and Ruben Vanderlinde. 2015. “Teacher Educators’ Professional Development: Conceptualisation and Operationalisation of Teacher Educators' Researcherly Disposition.” In .
APA
Tack, H., & Vanderlinde, R. (2015). Teacher educators’ professional development: conceptualisation and operationalisation of teacher educators' researcherly disposition. Presented at the ECER 2015 Budapest.
Vancouver
1.
Tack H, Vanderlinde R. Teacher educators’ professional development: conceptualisation and operationalisation of teacher educators' researcherly disposition. 2015.
MLA
Tack, Hanne, and Ruben Vanderlinde. “Teacher Educators’ Professional Development: Conceptualisation and Operationalisation of Teacher Educators' Researcherly Disposition.” 2015. Print.
@inproceedings{7004612,
  abstract     = {From the beginning of the twenty-first century, workplace learning receives increased attention in both research literature and policy documents. In this respect, teacher educators are often perceived as a unique vocational group with specific vocational needs. Focusing on these specific needs and characteristics, teacher educators{\textquoteright} professional development can be conceptualized as the development of a researcherly disposition. This refers to teacher educators{\textquoteright} habit of mind to engage in research -- as both a consumer of research and a producer of research to improve their own practice and to contribute to the knowledge base on teacher education. In the current study, this concept is operationalized into a valid and reliable measurement instrument {\textquoteleft}The Teacher Educators{\textquoteright} Researcherly Disposition Scale -- TERDS{\textquoteright} enabling the measurement of teacher educators{\textquoteright} professional development. Taking into account the shortcomings in the emerging research field on teacher educators{\textquoteright} professional development - which is largely characterized by small-scaled and qualitative studies - a large-scale quantitative survey study (n = 944) was conducted. An exploratory factor analysis (n= 472) and a confirmative factor analysis (n=472) revealed a valid and reliable four-factor structure of teacher educators{\textquoteright} researcherly disposition consisting of: (1) {\textquoteleft}Valuing research as a teacher educator{\textquoteright}(\ensuremath{\alpha}= .86), (2) {\textquoteleft}Being a smart consumer of research{\textquoteright} (\ensuremath{\alpha}= .89), (3) {\textquoteleft}Being able to conduct research as a teacher educator{\textquoteright}(\ensuremath{\alpha}= .82), and (4) {\textquoteleft}Conducting research as a teacher educator{\textquoteright}(\ensuremath{\alpha}= .87). Goodness of fit estimates were calculated, all indicating good fit. To conclude, implications for further research and practices on teacher educators{\textquoteright} professional development are discussed.},
  author       = {Tack, Hanne and Vanderlinde, Ruben},
  language     = {eng},
  location     = {Budapest},
  title        = {Teacher educators' professional development: conceptualisation and operationalisation of teacher educators' researcherly disposition},
  url          = {http://www.eera-ecer.de/fileadmin/user\_upload/Documents/ECER\_Documents/ECER\_2015\_for\_online\_use\_01.pdf},
  year         = {2015},
}