Workplace learning of teacher educators: validation of a measurement instrument
Yazarlar (4)
Open Universiteit, Hollanda
Hogeschool Van Arnhem En Nijmegen, Hollanda
Open Universiteit, Hollanda
Doç. Dr. Muhammet Fatih ALKAN
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
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| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Professional Development in Education |
| Dergi ISSN | 1941-5257 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | İngilizce |
| Basım Tarihi | 06-2025 |
| Sayı | 1 |
| Sayfalar | 1 / 15 |
| DOI Numarası | 10.1080/19415257.2025.2503808 |
| Makale Linki | https://doi.org/10.1080/19415257.2025.2503808 |
| Özet |
| Teacher educators' workplace learning is often neglected despite its substantial contribution to the development of teacher educators' professional practice and better-quality experiences for student teachers. The availability of a sound instrument will contribute to gaining a complete understanding of teacher educators' participation in workplace learning activities and their underlying mechanisms. Therefore, the purpose of this study was to examine the validity of the Teachers' Professional Development at Work questionnaire among a sample of Dutch teacher educators (n = 119). The results of confirmatory factor analysis provided evidence for the construct validity of the instrument. Similarly, examining its correlations with other constructs mostly supported convergent, divergent, and connectedness validity. Finally, Cronbach's alpha coefficients demonstrated that the data obtained using this instrument was ... |
| Anahtar Kelimeler |
| Workplace learning | teacher educators | validation of a measurement instrument | confirmatory factor analysis | structural equation modelling | professional development |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 2 |