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Interlude: Towards a Better Understanding of Teacher Educators’ Professional Development: Teacher Educators’ Researcherly Disposition as a Promising Concept

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Teaching, Learning, and Enacting of Self-Study Methodology

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 19))

Abstract

This chapter introduces the concept “researcherly disposition” (Tack H: Towards a better understanding of teacher educators’ professional development: theoretical and empirical insight into their researcherly disposition. Ghent University Press, Ghent, 2017) as a promising concept to enhance theoretical and empirical understanding of teacher educators’ professional development. In so doing, we first explore two important questions related to the wider debate on teacher educators’ engagement in research. The first question is related to what teacher educators’ engagement in research entails. The second question concerns why teacher educators should engage in research. Subsequently, the concept “researcherly disposition” is introduced and discussed as a means to better understand teacher educators’ professional development. Next, some reflections are formulated relevant for the larger S-STEP community. This chapter ends with a general conclusion.

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Authors and Affiliations

  1. Ghent University, Ghent, Belgium

    Hanne Tack & Ruben Vanderlinde

Authors
  1. Hanne Tack
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  2. Ruben Vanderlinde
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Correspondence to Hanne Tack .

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Editors and Affiliations

  1. Duquesne University, Pittsburg, Pennsylvania, USA

    Jason K. Ritter

  2. VU University Amsterdam, Amsterdam, The Netherlands

    Mieke Lunenberg

  3. University of KwaZulu-Natal, Durban, South Africa

    Kathleen Pithouse-Morgan

  4. George Mason University, Fairfax, Virginia, USA

    Anastasia P. Samaras

  5. University of East London, London, United Kingdom

    Eline Vanassche

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Tack, H., Vanderlinde, R. (2018). Interlude: Towards a Better Understanding of Teacher Educators’ Professional Development: Teacher Educators’ Researcherly Disposition as a Promising Concept. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_22

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  • DOI: https://doi.org/10.1007/978-981-10-8105-7_22

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  • Online ISBN: 978-981-10-8105-7

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