Teacher educators’ professional development in Flanders : practitioner research as a promising strategy

Abstract

The goal of this article is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. First, the article briefly describes how teacher educators’ professional development in Flanders (Belgium) is currently organised, and elaborates on the relevance of practitioner research to support teacher educators’ professional development (conceptualised as the development of a researcherly disposition). Then the results of an explorative qualitative study are presented. In particular, 16 institution-based Flemish teacher educators participated in a six-month intervention on practitioner research specifically designed to support their professional development. Semi-structured interviews were conducted to advance insight into the impact of the intervention. The findings suggest positive changes in teacher educators’ practice and professional development; and show the potential of individual practitioner research to the broader knowledge base on teacher education