Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development

Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben

doi:10.1080/02619768.2017.1393514

Cited by 46 publications

(38 citation statements)

References 31 publications

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“…They appeared to favour a more informal way of connecting with colleagues when necessary and appropriate. These findings are supported by previous studies (Smith 2017, Van der Klink et al 2017, Tack et al 2018.…”

Section: Haphazard Professional Learningsupporting

confidence: 92%

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The professional development of higher education-based teacher educators: needs and realities

MacPhail

Ulvik

Guberman

et al. 2018

Professional Development in Education

104

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Current literature suggests that while teacher educators perform a multitude of complex roles, they receive very little preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throughout their career. The purpose of the study is to describe the professional development needs and activities of 61 teacher educators across six national jurisdictions (

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Section: Haphazard Professional Learningsupporting

confidence: 92%

“…arose. There was a clear reliance on the individual teacher educator to seek out appropriate professional learning opportunities (Tack et al 2018). Interestingly, The Mofet institute in Israel provides diverse study programmes that are specifically tailored to teacher educators' needs (Golan & Reichenberg 2015).…”

Section: Haphazard Professional Learningmentioning

confidence: 99%

The professional development of higher education-based teacher educators: needs and realities

MacPhail

Ulvik

Guberman

et al. 2018

Professional Development in Education

104

View full text Add to dashboard Cite

show abstract

“…Teacher educators' professional development has recently received increasing interest worldwide (e.g. Cochran et al 2019;Tack and Vanderlinde 2014;Kelchtermans, Smith, and Vanderlinde 2017;Tack et al 2018). Our article is a continuation of our previous qualitative studies and presents a quantitative study of Finnish teacher educators (Maaranen et al 2019(Maaranen et al , 2018.…”

Section: Introductionmentioning

confidence: 87%

Finnish teacher educators’ preferences for their professional development – quantitative exploration

Byman

Jyrhämä

Stenberg

et al. 2020

European Journal of Teacher Education

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Education makes a difference and teacher educators are an important part of that circle. However, there is very little research done in Finland on teacher educators' professional development. The main purpose of this study was to develop and test the psychometric properties of three scales that measure the components of teacher educators' professional development, namely (a) developmental needs, (b) preferred ways of fulfiling those needs and (c) hindrances to fulfiling developmental needs. The differences between different occupational groups were also discussed. The survey was distributed in May 2019 to all eight Finnish universities that offer teacher education. The final sample size was 354. Using scale development techniques, we succeeded in generating items to all three inventories. We also tested the psychometric properties and the construct validity of the inventories. Our study revealed that teacher educators are not a homogenous group. Different occupational groups have different professional development interests.

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“…This study implemented a mixed-method to examine the relationship between gender diversity on CSR disclosures. (Tack et al, 2018) added that the use of a mixed-method approach that combines qualitative and quantitative approaches provides a better understanding of research problems regarding the relationship between gender diversity and CSR disclosure. Spearman's correlation is used to determine the relationship between gender diversity and disclosure of CSR.…”

Section: Methodsmentioning

confidence: 99%

Does broad gender diversity affect corporate social responsibility disclosures?

Matitaputty

Davianti

2020

JEMA

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Nowadays, corporate social responsibility (CSR) disclosures becoming a business world issue. Many public listed companies are voluntarily disclosing their CSR information. This study aims to examine the relationship between gender diversity and CSR disclosures in basic and chemical manufacturing companies listed on the Indonesian stock exchange during 2014 to 2016 periods. The analysis method used in this research was a mixedmethod, a combination of quantitative and qualitative analysis techniques. The quantitative analysis implemented in the study by utilizing the Spearman correlation. Further, qualitative analysis was based on content analysis. The results of this study showed that there is a lack of gender diversity amongst board members since the number of women on the boards in basic and chemical manufacturing companies still being a minority. Therefore, the relationship between gender diversity as measured by the level of female on the company board and CSR disclosures were insignificant.

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Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development

Cited by 46 publications

References 31 publications

The professional development of higher education-based teacher educators: needs and realities

The professional development of higher education-based teacher educators: needs and realities

Finnish teacher educators’ preferences for their professional development – quantitative exploration

Does broad gender diversity affect corporate social responsibility disclosures?

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