LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Tack, Hanne; Vanderlinde, Ruben (2016)
Publisher: Cass School of Education and Communities, University of East London
Languages: English
Types: Article
Subjects:
Identifiers:doi:10.15123/PUB.5640
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
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Cochran-Smith, M. & Lytle, S. (2009). Inquiry as stance: practioner research for the next generation. New York: Teacher College Press.
    • Departement Onderwijs & Vorming (2014)R. esultaten Beleidsgroepen Lerarenopleidingen [Results of the policy groups on teacher education in Flanders]. Brussels: Vlaamse Overheid.
    • European Commission (2013). Supporting teacher educators. Brussels: European Commission.
    • Gemmell, T., Grifiths, M. & Kibble, B. (2010). What kind of research culture do teacher educators want, and how can we get Sitt?udying Teacher Education, 6(2): 161-74.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article