Teacher educators’ researcherly dispositions and practices

Research topic/aim
The research is from the context of the longitudinal (2022-2028) initiative NAFA (https://nafa.nu) where all Danish science teacher educators (STEs) from the six University Colleges are organized in professional learning communities (PLCs). The term researcherly practices refers to a broad understanding of research as encompassing practitioner research and professional inquiry (Boyd & White, 2017), and beside the professional inquiry in the PLCs the aim of NAFA is to facilitate cooperation in science education research between the UCs and the universities. Furthermore, NAFA involves activities at schools. The aim of the paper is to examine the development in the STEs’ researcherly dispositions (Tack & Vanderlinde, 2016) and practices during the first years of NAFA, and if and how the modelling of researcherly practices for the student teachers is affected.

Theoretical framework
The research refers to the hybrid position as teacher-educator-researcher and the aligned conceptualization ‘researcherly disposition’ (Tack & Vanderlinde, 2016), and to the conceptualization of research literacy from Mausethagen et al. (2023) emphasising professional judgement and relevance for teaching.

Methodology/research design
The research design is a sequential mixed methods design with a yearly survey and repeated
group interviews with STEs. The NAFA initiative continues with PLC activities until 2027, but thus far there are results from the first two cycles, following an annual rhythm with professional inquiry work in the PLCs and sharing the findings in a national network. From the 2024 survey we include also data following up on a baseline survey from 2021 regarding (self-reported) competencies, referring to four domains of teacher educator knowledge (Mork et al., 2021).

Expected results/findings
The findings reveal a positive trend in STEs' experiences with science education research over the first years in NAFA, where the STEs are involved in professional inquiry. This engagement has apparently enhanced their ability to model research practices for student teachers. Based on the findings we point to the importance of a practical approach to research literacy (Mausethagen et al., 2023), viewing it as a domain-specific construct influenced by institutional context and professional/pedagogical concerns among educators.

Relevance to Nordic educational research
The focus on research literacy as educator, both as here teacher educators and among teachers, is a contemporary research focus across the Nordic countries and we are involved in networking across countries about this research focus.

Referencer
Boyd, P. & White, E. (2017). Teacher educator professional inquiry in an age of accountability. In P. Boyd and A. Szplit (Eds.). Teachers and teacher educators learning through inquiry: International perspectives, 123-142. Attyka.
Mausethagen, S. et al., (2023). En forskningsbasert skole? Forskningens plass i lærerutdanning og skole. Universitetsforlaget.
Mork, S.M. et al. (2021). Defining knowledge domains for science teacher educators. International Journal of Science Education, 43(18), 3018-3034.
Tack, H. & Vanderlinde, R. (2016). Measuring teacher educators’ researcherly disposition: Item development and scale construction. Vocations and Learning 9, 43–62.