Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction

Tack, Hanne; Vanderlinde, Ruben

doi:10.1007/s12186-016-9148-5

Cited by 25 publications

(10 citation statements)

References 24 publications

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“…The teacher educators with more experience in research and teaching generally had a more positive attitude toward evidence-based practice and used empirical evidence more intensively in their HE teaching. Previous research has shown that the more teacher educators engage with research, the more likely it is for them to have a positive mindset toward the use of empirical evidence and to adopt it in their practice (Lunenberg et al, 2014;Tack and Vanderlinde, 2016). Additionally, teacher educators with more experience perceived challenges related to evidence-based practice as less demanding than less experienced participants.…”

Section: Discussionmentioning

confidence: 99%

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Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

et al. 2020

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Teacher educators are encouraged to promote evidence-based practice in teaching and to use evidence for their own teaching. In the present study, teacher educators' attitudes, perceived challenges, and uses regarding evidence-based practice are described. Moreover, the extent to which personal factors are related to the use of evidence is investigated. In an exploratory study, 58 teacher educators from higher education participated in an online survey. The results reveal that teacher educators generally have a positive attitude toward evidence-based practice. They use evidence regularly, both for individual learning and for teaching purposes. Furthermore, the study reveals that teacher educators with more experience in research and teaching have a more positive attitude toward evidence-based practice and higher uses of evidence. In comparison, less experienced teacher educators perceived more challenges. It is discussed, how teacher educators can be supported in their professional learning, particularly in light of the increasing scientific knowledge base in education.

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Section: Discussionmentioning

confidence: 99%

“…In testing their model, Tack and Vanderlinde (2016) showed that teacher educators tend to perceive themselves as being skilled consumers of research and as being able to conduct research. Additionally, they value research in their role as teacher educators.…”

Section: Teacher Educators' Perception Of Evidence-based Practicementioning

confidence: 99%

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

et al. 2020

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“…Hu and Bentler's (1999) cut-off criteria with values of ≤ .06 and ≤ .08 for RMSEA and SRMR respectively indicating a good fit were applied. Scores of the CFI and the TLI equal or above .90 indicate an adequate fit, while scores over .95 indicate a good fit (Tack and Vanderlinde 2016).…”

Section: Data Analysesmentioning

confidence: 99%

Development of the Korean teachers’ occupational work ethic scale: its factor structure, validity and reliability

Park

Hill

2020

Asia Pacific Educ. Rev.

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The Teachers' Occupational Work Ethic Scale (TOWES) was developed for assessing teachers' work ethic in Korea. Based on an extensive literature review of work ethic instruments and focus group interviews of 15 principals from elementary, middle, and high schools, 77 initial items were developed. Content and face validity of the items were examined by a panel of experts. A total of 388 teachers across elementary, middle, and high schools provided usable data. Factor analyses verified the scale's structure as fitting a four-factor model: integrity, interpersonal skills, respect for students, and professional development. Construct validity of the TOWES was established by scores of each of the four factors being moderately correlated. Convergent validity was tested using the Teachers' Vocation Ethics and the Korean Occupational Work Ethic Inventory-Short Form. Finally, internal consistency was examined using coefficient alpha scores. Implications and suggestions for further studies and practice are discussed.

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“…Quality and effectiveness of the multimedia courses and materials become a key issue to guarantee the success of a training program specifically oriented to meet industry needs in regard to human factors skills and knowledge among its future staff [18]. The evaluation of this training program is therefore concerned with the determination of change in the student behavior and the change needed in the organizational structure where the student will be immerse [19].…”

Section: Evaluation Of the New Multimedia On Line Training Programsmentioning

confidence: 99%

Designing and Developing New VET Curricula to Address Skills Gaps in the Aeronautics Industry

Valdés¹,

Comendador²,

Sanz³

2017

Skills Development for Sustainable Manufacturing

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Aeronautic industry is one of the enablers of the economic development and social insertion at European level, and it is one of the drivers of expansion of remote regions as far as it allows habitants, workers, and companies at these regions to expand their activities and areas of influence. The European aeronautics industry, including the commercial air transport, generates more than 220 billion of Euros and more than 4.5 million of jobs. These figures are expected to be double by 2030. Future developments in the sector, together with greater intra-European mobility of workers and population aging, bring a greater need for new skills in the work force together with an urgency for a larger number of professionals. Therefore, to achieve the desirable sustained growth the EU needs to invest in high-quality VET (vocational education and training) in order to be able to supply the AI (aeronautic industry) with qualified workers. VET stands for education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labor market. This work discusses the outcomes of the AIRVET project, an European partnership whose principal objective is the development and promotion of "curricula and VET courses" in the Maintenance and Information and Communications Technologies (ICT) domains, required for a highly skilled aeronautical workforce.

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Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction

Cited by 25 publications

References 24 publications

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

Evidence-Based Practice in Higher Education: Teacher Educators' Attitudes, Challenges, and Uses

Development of the Korean teachers’ occupational work ethic scale: its factor structure, validity and reliability

Designing and Developing New VET Curricula to Address Skills Gaps in the Aeronautics Industry

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