Add to ORKGThis 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 p...
Teacher education institutes generally assume that practitioner research in teacher education contri...
Objectives: In Dutch teacher education, the development of researcherly dispositions of teacher educ...
The final report of the BERA/RSA Inquiry (2014) calls for teachers to engage both with and in resear...
This contribution tackles the need for research on promising professionalisation courses to improve ...
From the beginning of the 21st century the need for professional development of teacher educators is...
From the beginning of the twenty-first century, workplace learning receives increased attention in b...
From the beginning of the 21st century the need for professional development of teacher educators is...
Since the beginning of the twenty-first century, the need for teacher educators' - or those who teac...
This study reports on the development of a self-reported measurement instrument - The Teacher Educat...
Only recently, teacher educators’ professional development became a topic of research and policy deb...
Although attention to research competence in teacher education curric - ula has increased, we are st...
There is growing interest in the effectiveness of practitioner research for promoting teachers' prof...
Using critical constructivism as the theoretical lens, the teacher educator-researcher used practit...
Research literacy is becoming a very important part in teacher education. There is ample evidence th...
Teacher education institutes generally assume that practitioner research in teacher education contri...
Teacher education institutes generally assume that practitioner research in teacher education contri...
Objectives: In Dutch teacher education, the development of researcherly dispositions of teacher educ...
The final report of the BERA/RSA Inquiry (2014) calls for teachers to engage both with and in resear...
This contribution tackles the need for research on promising professionalisation courses to improve ...
From the beginning of the 21st century the need for professional development of teacher educators is...
From the beginning of the twenty-first century, workplace learning receives increased attention in b...
From the beginning of the 21st century the need for professional development of teacher educators is...
Since the beginning of the twenty-first century, the need for teacher educators' - or those who teac...
This study reports on the development of a self-reported measurement instrument - The Teacher Educat...
Only recently, teacher educators’ professional development became a topic of research and policy deb...
Although attention to research competence in teacher education curric - ula has increased, we are st...
There is growing interest in the effectiveness of practitioner research for promoting teachers' prof...
Using critical constructivism as the theoretical lens, the teacher educator-researcher used practit...
Research literacy is becoming a very important part in teacher education. There is ample evidence th...
Teacher education institutes generally assume that practitioner research in teacher education contri...
Teacher education institutes generally assume that practitioner research in teacher education contri...
Objectives: In Dutch teacher education, the development of researcherly dispositions of teacher educ...
The final report of the BERA/RSA Inquiry (2014) calls for teachers to engage both with and in resear...