Teacher Educators as Researchers: The Dutch Case

• In Event: Teacher Educators’ Role as Researcher: International Comparative Explorations

Abstract

Objectives
In Dutch teacher education, the development of researcherly dispositions of teacher educators (and student teachers) is increasingly valued, but specific insights in these dispositions and in critical aspects that support teacher educators’ professional development regarding research are still missing.
The aim of this study is to offer these insights in relation to possible affordances which encourage teacher educators to further develop researcherly dispositions and to use research in their practices.

Perspectives
Tack et al. (2014) define researcherly disposition as the tendency to engage in research, an inclination towards research (affective aspect), an ability to engage in research (cognitive aspect), and a sensitivity for research opportunities (behavioral aspect). Contextual factors as clear institutional expectations, a shared institutional research culture, availability of time and a perspective on rewards are considered essential to support teacher educator development in their role as researcher (Authors, 2014).

Methods
In this study we used a mixed methods approach. In order to gain a broad understanding of teacher educators’ dispositions towards research, we used a structured questionnaire. Respondents were 358 Dutch primary and secondary education teacher educators. Analyses were performed using descriptive statistics and correlation calculations. In order to gain an in-depth understanding of teacher educator’s researcherly disposition and relevant affordances, we conducted semi-structured interviews with 11 teacher educators. Interviews were audiotaped and transcribed verbatim. Inductive analyses were performed using Atlas-ti.

Results
Results of the questionnaire data showed that differences in all aspects of researcherly dispositions are related to prior education of teacher educators and to working in teacher education for primary or secondary education. Differences in cognitive and behavioral aspects of researcherly disposition are also related to working in a research university or in a university of applied sciences.

Results of the interviews indicated that most teacher educators are overall positive about research in relation to their practice as a teacher educator (affective dimension). Most of them report the ability to use research in their practice as teacher educators (cognitive ability). However, teacher educators vary in the extent to which they use and are sensitive to research in their practice and are actually conducting research (behavioral aspect). Teacher educators who carry out research do not study their own practice as teacher educators.

The context in which teacher educators work plays an important role in the behavioral aspect of teacher educators researcherly disposition. In research universities, teacher educators with a PhD are expected to participate in existing research projects. Teacher educators without a Ph.D. feel the pressure to obtain it. These teacher educators are more interested in studying their own practice, but feel institutional indifference towards such an approach. Universities of applied science value inquiry as a stance, but most teacher educators who are supervising student research have no experience in practitioner research themselves.

Scientific significance
This study contributes to our understanding of Dutch teacher educators’ researcherly disposition in relation to affordances.

Authors

• Helma Oolbekkink, Radboud University Nijmegen

• Jurrien Dengerink, Vrije Universiteit Amsterdam

• Mieke L. Lunenberg, VU University Amsterdam

• Paulien C. Meijer, Radboud University Nijmegen