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Exploring the impact of a Masterclass 'Practitioner research' on teacher educators' researcherly disposition

Hanne Tack (UGent) and Ruben Vanderlinde (UGent)
(2015)
Author
Organization
Abstract
This contribution tackles the need for research on promising professionalisation courses to improve teacher educators' professional development. In this respect, teacher educators' professional development is first conceptualized and operationalised as the development of a researcherly disposition or 'the 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'. The goal of this study is to investigate the impact of attending a Masterclass on practitioner research on the development of teacher educators' researcherly disposition by means of quantitative and qualitative research. In specific, 30 teacher educators participated in the professionalisation course. Intake-and exit interviews were conducted, quantitative pre-test and post-test data were collected. Preliminary results show the positive but differentiated impact of a Masterclass on practitioner research on developing one's researcherly disposition.

Citation

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Chicago
Tack, Hanne, and Ruben Vanderlinde. 2015. “Exploring the Impact of a Masterclass ‘Practitioner Research’ on Teacher Educators’ Researcherly Disposition.” In .
APA
Tack, H., & Vanderlinde, R. (2015). Exploring the impact of a Masterclass “Practitioner research” on teacher educators’ researcherly disposition. Presented at the EAPRIL 2015 Conference.
Vancouver
1.
Tack H, Vanderlinde R. Exploring the impact of a Masterclass “Practitioner research” on teacher educators’ researcherly disposition. 2015.
MLA
Tack, Hanne, and Ruben Vanderlinde. “Exploring the Impact of a Masterclass ‘Practitioner Research’ on Teacher Educators’ Researcherly Disposition.” 2015. Print.
@inproceedings{7004646,
  abstract     = {This contribution tackles the need for research on promising professionalisation courses to improve teacher educators' professional development. In this respect, teacher educators' professional development is first conceptualized and operationalised as the development of a researcherly disposition or 'the 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'. The goal of this study is to investigate the impact of attending a Masterclass on practitioner research on the development of teacher educators' researcherly disposition by means of quantitative and qualitative research. In specific, 30 teacher educators participated in the professionalisation course. Intake-and exit interviews were conducted, quantitative pre-test and post-test data were collected. Preliminary results show the positive but differentiated impact of a Masterclass on practitioner research on developing one's researcherly disposition.},
  author       = {Tack, Hanne and Vanderlinde, Ruben},
  language     = {eng},
  location     = {Luxembourg},
  title        = {Exploring the impact of a Masterclass 'Practitioner research' on teacher educators' researcherly disposition},
  url          = {http://www.eapril.org/EAPRIL2015},
  year         = {2015},
}