Developing Non-University-Based Teacher Educators’ Researchly Dispositions Through a Collaborative Action Research Community

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Abstract

This study examines how non-university-based teacher educators (NUBTEs) develop researcherly dispositions through a semester-long professional development program on collaborative action research (CAR) in the context of China. Drawing on a Community of Practice framework and data from 53 NUBTEs, we identify three developmental pathways: behavioral integration, cognitive advancement, and affective transformation. These shifts were facilitated by four key mechanisms—enactment, engagement, alignment, and imagination. The findings illustrate how CAR empowered NUBTEs to transition from passive implementers to reflective educator-researchers. This study underscores the transformative potential of CAR and affirms the value of contextually grounded professional development in cultivating NUBTEs’ researchly dispositions.

Authors

• Wei Liao, Beijing Normal University

• Zhaoxuan Wang, University of Macau

• Xiaoyan Li, Beijing Normal University

• Qiujin Dong, Xinjiang Normal University