Reflective movements in the professional development of teacher educators as supervisors of student research in higher education

Bibliographic Data

ID21496552
AuthorsBert Van Veldhuizen (Centre for Applied Research in Education (CARE), Faculty of Education, Amsterdam University of Applied Sciences (AUAS), Amsterdam, Netherlands, corresponding author), Ron Oostdam (0000-0003-4701-0153, Centre for Applied Research in Education (CARE), Faculty of Education, Amsterdam University of Applied Sciences (AUAS), Amsterdam, Netherlands), Mascha Enthoven (Inholland University of Applied Sciences, (IUAS), Haarlem, Netherlands), Marco Snoek (Centre for Applied Research in Education (CARE), Faculty of Education, Amsterdam University of Applied Sciences (AUAS), Amsterdam, Netherlands)
Year2021
Volume44
Issue4
Pages452-467
Publication date2021-08-08
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEuropean Journal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0261-9768 • E-ISSN: 1469-5928
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02619768.2020.1777977
OpenAlexW3034882465
LanguageEN
References cited18

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

Faculty Development · Medical education · Pedagogy · Perception · Political science · Professional development · Student teacher · Supervisor · Teacher education · Educational Assessment and Improvement · Educational Practices and Policies · Medicine · Psychology · Teacher Education and Leadership Studies

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