The important role of high qualified teacher education to prepare the next generation of teachers has become a focus of increased international interest (Bates, Swennen & Jones, 2011; Lunenberg e.a. 2013; Murray e.a., 2008;). The European Commission (2012), for instance, clearly states that “If teachers are the most important in-school factor influencing the quality of students’ learning, the competences of those who educate and support teachers must be of the highest order.” (p.54) In this respect, however, it’s surprisingly to determine that, worldwide those responsible for the education of future teachers - teacher educators -, often have not been formally prepared for their vital role.

From the beginning of the 21st century the need for professional development of teacher educators is both nationally and internationally growing and recognised in policy literature (European Commission, 2013) as well as research literature (Bates, Swennen & Jones, 2011; Ben-Peretz e.a., 2013). In this respect, some countries (e.g. The Netherlands, England, and Israel) have developed standards or frameworks for teacher educators. These standards or frameworks represent an ideal image of the competencies teacher educators need to possess in order to function effectively (Murray e.a., 2008; Smith 2003). A common aspect in all standards or frameworks formulated is the focus on the development of “teacher educators as teachers of teachers" and "teacher educators as researchers"(Berry, 2007). Murray (2008) clearly illustrates this twofold focus by stressing that “good teacher educators will be expert teachers of teachers, as well as scholars involved in production of different forms of knew knowledge in their field.” (p.42).

The focus on the development of “teacher educators as teachers of teachers” and “teacher educators as researchers” implies that teacher educators’ professional development has to focus on both research and practice at the same time (Rust, 2009). Consequently, Cochran-Smith (2003) conceptualises teacher educators’ professional development as an “inquiry as stance” (p.7) which refers to “a process of continual and systematic inquiry wherein teacher educators question their own and others assumptions and construct local as well as public knowledge appropriate to the changing contexts in which they work.” (p.24). Munn (2008) describes this “inquiry as stance” as the development of “a researcherly disposition” (p.422). In this context, practitioner research is often promoted as a powerful strategy to support this “inquiry as stance” or “researcherly disposition”. Practitioner research is broadly defined as “the intentional and systematic inquiry into one’s own practice” (Dinkelman, 2003, p.8). Practitioner research carried out by teacher educators is about enhancing one’s own practice, engaging in continuing professional development, and contributing to the knowledge base of teacher education.

Based on the results of a pre-study, and the theoretical, empirical and methodological research challenges the research field on teacher education is facing, this research project aims to advance insight into practitioner research as a strategy to support teacher educators’ professional development. This main objective is translated into four research questions (RQ1, RQ2, RQ3, and RQ4):

- What theoretical framework can we develop to assess teacher educators’ researcherly disposition based on available literature and empirical research in the field? (RQ1)

- Which reliable and valid instrument can be developed to measure the researcherly disposition of teacher educators? (RQ2)

- What conditions support the development of teacher educators’  researcherly disposition? (RQ3)

- What are the effects of a teacher educator professionalisation course on the development of teacher educators’ researcherly disposition? (RQ4)

Empirically answering these research questions will enhance theory building as well as stimulate evidence-based practices in teacher education.

Bates, T., Swennen, A., & Jones, K. (2011). The Professional Development of Teacher Educators. USA & Canada: Routledge. Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer. Ben-Peretz, M., Kleeman, S., Reichenberg, R., & Shimoni, S. (2013). Teacher educators as members of an evolving profession. United Kingdom: Rowman & Littlefield Education. Buchberger, F., Campos, B.P., Kallos, D., & Stephenson, J. (2000). High quality teacher education for high quality education and training. Green paper on teacher education in Europe. Umea: Thematic Network on Teacher Education in Europe. Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. Teaching and Teacher Education, 5-28. Cochran-Smith, M., Lytle, S. (2009). Inquiry as stance. Practitioner Research for the Next Generation. New York & London: Teacher College Press. Dinkelman , T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 6-18. European Commission. (2012). Supporting the Teaching Professions for Better Learning Outcomes. Strasbourg: European Commission. Lunenberg, M., Dengerink, J., & Korthagen, F. (2013). Het beroep van lerarenopleider: professionele rollen, professioneel handelen en professionele ontwikkeling van lerarenopleiders. Vrije Universiteit Amsterdam: Amsterdam. Munn, P. (2008). Building research capacity collaboratively: can we take ownership of our future? British Educational Research Journal, 34, 413-430. Murray, J., Swennen, A., & Shagrir, L. (2008). Understanding teacher educators' work and identities. In A. Swennen, & M. van der Klink, Becoming a teacher educator: theory and practice for teacher educators. (29-43). Dordrecht: Springer. Rust, F. (2009). Teacher Education and the Problem of Practice. Teacher College Record, 1882-1893. Smith, K. (2003) So, What about the professional knowledge of teacher educators. European Journal of Teacher Education, 26 (2), 201-215. Swennen, A., Jones, K., & Volman, M. (2011). Teacher educators: their identities, sub-identities and implications for professional development. In T. Bates, A. Swennen, & K. Jones, The Professional Development of Teacher Educators (138-156). USA & Canada: Routledge. Zeichner, K. (2005). Becoming a teacher educator: a personal perspective. Teaching and Teacher Education, 21 (2), 117-124.