Teacher educators’ professional development in Flanders: practitioner research as a promising strategy

Article

Tack, Hanne and Vanderlinde, Ruben 2016. Teacher educators’ professional development in Flanders: practitioner research as a promising strategy. Research in Teacher Education. 6 (2), pp. 6-11. https://doi.org/10.15123/PUB.5640
AuthorsTack, Hanne and Vanderlinde, Ruben
Abstract

The goal of this article is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. First, the article briefly describes how teacher educators’ professional development in Flanders (Belgium) is currently organised, and elaborates on the relevance of practitioner research to support teacher educators’ professional development (conceptualised as the development of a researcherly disposition). Then the results of an explorative qualitative study are presented. In particular, 16 institution-based Flemish teacher educators participated in a six-month intervention on practitioner research specifically designed to support their professional development. Semi-structured interviews were conducted to advance insight into the impact of the intervention. The findings suggest positive changes in teacher educators’ practice and professional development; and show the potential of individual practitioner research to the broader knowledge base on teacher education

JournalResearch in Teacher Education
Research in Teacher Education
Journal citation6 (2), pp. 6-11
ISSN2046-1240
2047-3818
Year2016
PublisherSchool of Education & Communities, University of East London
Publisher's version
License
CC BY
Digital Object Identifier (DOI)https://doi.org/10.15123/PUB.5640
Web address (URL)https://www.uel.ac.uk/Schools/Cass/Research/Research-in-Teacher-Education/Volume-6-No-2-November-2016
Publication dates
PrintNov 2016
Publication process dates
Deposited07 Feb 2017
Copyright information© 2016 The authors
LicenseCC BY 3.0
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