Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development

Autor/inn/en	Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben
Titel	Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development
Quelle	In: European Journal of Teacher Education, 41 (2018) 1, S.86-104 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tack, Hanne) ORCID (Valcke, Martin) ORCID (Struyven, Katrien) ORCID (Vanderlinde, Ruben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2017.1393514
Schlagwörter	Teacher Educators; Mixed Methods Research; Educational Needs; Educational Opportunities; Faculty Development; Focus Groups; Teacher Surveys; Teacher Characteristics; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Ausland; Belgien
Abstract	Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611 teacher educators and analysis of five qualitative focus groups (with 24 teacher educators) are presented. The results confirm the lack of attention for teacher educators' professional development in the Flemish teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to teacher educators' own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to teacher educators' professional development is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01