Reflective Movements in the Professional Development of Teacher Educators as Supervisors of Student Research in Higher Education

Autor/inn/en	Van Veldhuizen, Bert; Oostdam, Ron; Enthoven, Mascha; Snoek, Marco
Titel	Reflective Movements in the Professional Development of Teacher Educators as Supervisors of Student Research in Higher Education
Quelle	In: European Journal of Teacher Education, 44 (2021) 4, S.452-467 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oostdam, Ron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1777977
Schlagwörter	Faculty Development; Teacher Educators; Supervisors; Student Research; Higher Education; Foreign Countries; Educational Research; Teacher Educator Education; Research Skills; Teacher Attitudes; Student Teachers; Student Teacher Attitudes; Role Perception; Self Efficacy; Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Studentenforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsforschung; Pädagogische Forschung; Forschungsleistung; Lehrerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Role conception; Rollenverständnis; Self-efficacy; Selbstwirksamkeit
Abstract	Most professionalisation programmes to support teacher educators as research supervisors focus on the development of research skills. The methodology of practice-oriented research, in addition to a clear vision on the function, and purpose of student research often receives little attention. At the Amsterdam University of Applied Science, we developed such a vision and methodology and studied the development of 17 teacher educators as research supervisors during a programme that introduced this methodology. We questioned participants about affect, and understanding regarding their role as a student research supervisor, and their perception of their competences to perform that role. Results showed that teacher educators became more aware of their role, and became more critical about their own competencies. Growing awareness of the implications of their role as student research supervisors seemed to result in a lower self-efficacy regarding the performance of this role. Implications for the training of teacher educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01