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Ruben Vanderlinde - One of the best experts on this subject based on the ideXlab platform.
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Teacher Educators' professional development: conceptualisation and operationalisation of Teacher Educators' researcherly disposition
2020Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:From the beginning of the twenty-first century, workplace learning receives increased attention in both research literature and policy documents. In this respect, Teacher Educators are often perceived as a unique vocational group with specific vocational needs. Focusing on these specific needs and characteristics, Teacher Educators’ professional development can be conceptualized as the development of a researcherly disposition. This refers to Teacher Educators’ habit of mind to engage in research – as both a consumer of research and a producer of research to improve their own practice and to contribute to the knowledge base on Teacher education. In the current study, this concept is operationalized into a valid and reliable measurement instrument ‘The Teacher Educators’ Researcherly Disposition Scale – TERDS’ enabling the measurement of Teacher Educators’ professional development. Taking into account the shortcomings in the emerging research field on Teacher Educators’ professional development - which is largely characterized by small-scaled and qualitative studies - a large-scale quantitative survey study (n = 944) was conducted. An exploratory factor analysis (n= 472) and a confirmative factor analysis (n=472) revealed a valid and reliable four-factor structure of Teacher Educators’ researcherly disposition consisting of: (1) ‘Valuing research as a Teacher educator’(α= .86), (2) ‘Being a smart consumer of research’ (α= .89), (3) ‘Being able to conduct research as a Teacher educator’(α= .82), and (4) ‘Conducting research as a Teacher educator’(α= .87). Goodness of fit estimates were calculated, all indicating good fit. To conclude, implications for further research and practices on Teacher Educators’ professional development are discussed.
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Teacher Educators' professional development: the development of a researcherly disposition
2020Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:From the beginning of the 21st century the need for professional development of Teacher Educators is internationally growing and recognized in research literature (Loughran, 2014; Lunenberg et. al, 2014). In this context, a majority of studies have increasingly emphasized Teacher Educators’ responsibility to become Teacher educator-researchers (Lunenberg et al., 2014; Tack & Vanderlinde, 2014). Taking into account the explicit focus on the development of Teacher Educators’ role as a researcher (Loughran, 2014), this paper aims to (1) present the development of a researcherly disposition as a promising direction to enhance Teacher Educators’ professional development; and (2) discuss the development of a measurement instrument to measure Teacher Educators’ researcherly disposition. Based on the available literature in the field, we first define Teacher Educators’ researcherly disposition as the habit of mind to engage in research with the twofold goal of improving your own practice and knowledge about Teacher education, and also to contribute to the broader knowledge-base on Teacher education (Tack & Vanderlinde, 2014). This researcherly disposition involves three inter-related aspects: an affective aspect, a cognitive aspect and a behavioural aspect. Next, the results of the development of a measurement instrument to empirically assess and describe Teacher Educators’ researcherly disposition are presented. Questionnaire data were collected from a sample of 812 Teacher Educators. EFA, CFA and reliability analysis were conducted on the data. The results indicate a three-factor solution with 18 items. The factors can be labelled as: (1) Conducting research as a Teacher educator, (2) Valuing research as a Teacher educator and (3) Being a smart consumer of research. This paper furthers our understanding on Teacher Educators’ professional development by conceptualizing it as the development of a researcherly disposition and by discussing its operationalisation in a measurement instrument. In this respect, this contribution addresses an international widely recognized research problem, which is the lack of knowledge on Teacher Educators’ professional development (Loughran, 2014; Lunenberg et. al, 2014). In addition, this study has significant implications for future policy and practice focussing on the support and improvement of Teacher Educators’ professional learning.
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Measurement and development of Teacher Educators' researcherly disposition
2020Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:From the beginning of the 21st century the need for professional development of Teacher Educators is internationally growing and recognized in research literature (Lunenberg et. al, 2014). In this respect, a growing body of publications highly stress the Teacher Educators’ task of engaging in research and becoming a Teacher educator-researcher. Hence, a promising perspective on Teacher Educators’ professional development concerns the support of the development of ‘a researcherly disposition’. This research project aims to advance insight into Teacher Educators’ researcherly disposition by conceptualizing the concept and by making it empirically measurable; in order to gain insight into supporting conditions and specific strategies of development. Based on the first study, Teacher Educators’ researcherly disposition is conceptualized as the tendency to engage in research, and involves an inclination towards research (affective aspect), an ability to engage in research (cognitive aspect) and a sensitivity for research opportunities (behavioural aspect) (Tack & Vanderlinde, 2014). Next, the goals, methodology and preliminary results of the forthcoming studies (two quantitative studies and an intervention study) are presented. Finally, the intended contributions of this research project for the field of research on Teacher education are discussed.
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Interlude: Towards a Better Understanding of Teacher Educators’ Professional Development: Teacher Educators’ Researcherly Disposition as a Promising Concept
Teaching Learning and Enacting of Self-Study Methodology, 2018Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:This chapter introduces the concept “researcherly disposition” (Tack H: Towards a better understanding of Teacher Educators’ professional development: theoretical and empirical insight into their researcherly disposition. Ghent University Press, Ghent, 2017) as a promising concept to enhance theoretical and empirical understanding of Teacher Educators’ professional development. In so doing, we first explore two important questions related to the wider debate on Teacher Educators’ engagement in research. The first question is related to what Teacher Educators’ engagement in research entails. The second question concerns why Teacher Educators should engage in research. Subsequently, the concept “researcherly disposition” is introduced and discussed as a means to better understand Teacher Educators’ professional development. Next, some reflections are formulated relevant for the larger S-STEP community. This chapter ends with a general conclusion.
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Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development.
European Journal of Teacher Education, 2017Co-Authors: Hanne Tack, Martin Valcke, Isabel Rots, Katrien Struyven, Ruben VanderlindeAbstract:AbstractTaking into account the pressing need to understand more about what Teacher Educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) Teacher Educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 Teacher Educators and analysis of five qualitative focus groups (with 24 Teacher Educators) are presented. The results confirm the lack of attention for Teacher Educators’ professional development in the Flemish Teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to Teacher Educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to Teacher Educators’ professional development is discussed.
Marcel Van Der Klink - One of the best experts on this subject based on the ideXlab platform.
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Professional development of Teacher Educators: What do they do? Findings from an explorative international study among Teacher Educators
2020Co-Authors: Quinta Kools, Marcel Van Der Klink, Simone White, Tetsuhito Sakata, Gilada AvissarAbstract:The professional development of Teacher Educators is increasingly acknowledged as a topic of paramount importance. This is partly due to the stronger emphasis on improving the quality of Teacher education programs and as a consequence of the increasing focus on lifelong learning of those responsible for teaching student Teachers. Teacher Educators themselves are also showing a greater interest in their own professional development, which is reflected in the rise of publications on this topic. A number of recent studies have been devoted to Teacher Educators' professional development, with the emphasis on induction of novice Teacher Educators. The attention for professional development beyond the induction stage is also increasing however studies that allow an international comparison of further professional development practices are rather scarce. Over the past two years the RDC Professional Development of Teacher Educators conducted an explorative international comparison to deepen our understanding in this area. The main research theme of this study concerned experienced Teacher Educators' ongoing professional development activities and how these may contribute to the further development of their qualities and the kinds of factors (person-related and institute-related) that impact, positively or negatively, their professional development. The study focused on Teacher Educators with at least 5 years and no more than 20 years experience as a Teacher educator. In total 23 Teacher Educators from a range of different countries participated in the study. A highly structured interview guideline was adopted to ensure sufficient opportunities for comparison between the interviewees' answers. Existing research instruments were inspected and all RDC members were involved in the process of composing the interview guideline. Topics for its content were discussed during the RDC meetings at the 2009 ATEE Conference at Majorca, and later on members were invited to provide feedback by e-mail on the draft version. All interviews have been transcribed, and were sent to the interviewees for their approval of the interview report. This presentation will provide a comparison analysis of the interview data followed by an interpretation of its outcomes and its implications for improving practice and further research.
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Experienced Teacher Educators and their Professional Learning.
2020Co-Authors: Marcel Van Der Klink, Quinta Kools, Simone WhiteAbstract:The professional development of Teacher Educators is increasingly being recognised as a topic of paramount importance. This is partly caused by the stronger emphasis on improving the quality of Teacher education programs and as a consequence on attention for the lifelong learning of those responsible for teaching the student Teachers. But also Teacher Educators themselves show a greater interest in their own professional development, which is reflected in the rise of publications on this topic. A number of studies have been devoted to Teacher Educators' professional development, with the emphasis on induction of Teacher Educators. The attention for professional development beyond the induction stage is recently increasing but studies that allow international comparison of further professional development practices are rather scarce. The RDC Professional Development of Teacher Educators conducted an explorative study to deepen our understanding in this area. The main research theme of this study concerns Teacher Educators' professional development activities and how these contribute to the further development of their qualities and the kinds of factors (person-related and institute-related) that contribute, positively or negatively, to their professional development. Special attention is paid to exploring possible country-specific differences concerning professional development. The study focused on experienced Teacher Educators with at least 5 years and no more than 20 years experience as a Teacher educator. In total 11 Teacher Educators stemming from different countries were included in the study. Participants were recruited from RDC members' personal networks. The interviewees work in six different countries, five are from Israel, one is from The Netherlands, one from Czech Republic, one from Australia, two from Slovenia and one from England. It was decided to opt for a highly structured interview guideline that ensures sufficient opportunities for comparison between the interviewees' answers. Existing research instruments were inspected and all RDC members were involved in the process of composing the interview guideline. Topics for its content were discussed during the RDC meetings at the 2009 ATEE Conference at Majorca, and later on members were invited to provide feedback by e-mail on the draft version. The first set of 11 interview reports will be discussed during the RDC meetings of the 2010 ATEE conference in Budapest. At this moment the analysis of the interview data takes place which is conducted by two researchers, and this will be followed by an interpretation of its outcomes by all authors involved in this paper. The analysis focuses on describing similarities and differences and on exploring the factors contributing to Teacher Educators' professional development. The presentation provide the main outcomes of the study and discussion on its implications for improving practice and further research.
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professional development of Teacher Educators what do they do findings from an explorative international study
Professional Development in Education, 2017Co-Authors: Marcel Van Der Klink, Quinta Kools, Simone White, Gilada Avissar, Tetsuhito SakataAbstract:The attention being devoted to Teacher Educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at Teacher Educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: ‘Do experienced Teacher Educators from different countries differ in their concerns, professional development activities and developmental goals?’ Interviews were conducted with 25 participants from 10 different countries, all of whom were experienced Teacher Educators. Teacher Educators’ concerns varied in the course of their careers. During their induction their primary focus tended to be on survival, whereas later on in their careers their concerns became linked to their own professional identity and their students as individuals. Participants from all the participating countries were involved in a range of developmental activities. A large majority was involved in research-rel...
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the quality of Teacher Educators in the european policy debate actions and measures to improve the professionalism of Teacher Educators
Professional Development in Education, 2011Co-Authors: Marco Snoek, Anja Swennen, Marcel Van Der KlinkAbstract:Snoek, M., Swennen, A., & Van der Klink, M. (2011). The quality of Teacher Educators in the European policy debate: actions and measures to improve the professionalism of Teacher Educators. Professional Development in Education, 37(5), 651-664.
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The induction of Teacher Educators; the needs of beginning Teacher Educators
2009Co-Authors: Corinne Van Velzen, Marcel Van Der Klink, Anja Swennen, Elka YaffeAbstract:Van Velzen, C., Van der Klink, M., Swennen, A., & Yaffe, E. (2008). The induction of Teacher Educators: the needs of beginning Teacher Educators. Paper presented at the ATEE Conference. August, 24, 2008, Brussels, Belgium.
Hanne Tack - One of the best experts on this subject based on the ideXlab platform.
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Teacher Educators' professional development: conceptualisation and operationalisation of Teacher Educators' researcherly disposition
2020Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:From the beginning of the twenty-first century, workplace learning receives increased attention in both research literature and policy documents. In this respect, Teacher Educators are often perceived as a unique vocational group with specific vocational needs. Focusing on these specific needs and characteristics, Teacher Educators’ professional development can be conceptualized as the development of a researcherly disposition. This refers to Teacher Educators’ habit of mind to engage in research – as both a consumer of research and a producer of research to improve their own practice and to contribute to the knowledge base on Teacher education. In the current study, this concept is operationalized into a valid and reliable measurement instrument ‘The Teacher Educators’ Researcherly Disposition Scale – TERDS’ enabling the measurement of Teacher Educators’ professional development. Taking into account the shortcomings in the emerging research field on Teacher Educators’ professional development - which is largely characterized by small-scaled and qualitative studies - a large-scale quantitative survey study (n = 944) was conducted. An exploratory factor analysis (n= 472) and a confirmative factor analysis (n=472) revealed a valid and reliable four-factor structure of Teacher Educators’ researcherly disposition consisting of: (1) ‘Valuing research as a Teacher educator’(α= .86), (2) ‘Being a smart consumer of research’ (α= .89), (3) ‘Being able to conduct research as a Teacher educator’(α= .82), and (4) ‘Conducting research as a Teacher educator’(α= .87). Goodness of fit estimates were calculated, all indicating good fit. To conclude, implications for further research and practices on Teacher Educators’ professional development are discussed.
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Teacher Educators' professional development: the development of a researcherly disposition
2020Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:From the beginning of the 21st century the need for professional development of Teacher Educators is internationally growing and recognized in research literature (Loughran, 2014; Lunenberg et. al, 2014). In this context, a majority of studies have increasingly emphasized Teacher Educators’ responsibility to become Teacher educator-researchers (Lunenberg et al., 2014; Tack & Vanderlinde, 2014). Taking into account the explicit focus on the development of Teacher Educators’ role as a researcher (Loughran, 2014), this paper aims to (1) present the development of a researcherly disposition as a promising direction to enhance Teacher Educators’ professional development; and (2) discuss the development of a measurement instrument to measure Teacher Educators’ researcherly disposition. Based on the available literature in the field, we first define Teacher Educators’ researcherly disposition as the habit of mind to engage in research with the twofold goal of improving your own practice and knowledge about Teacher education, and also to contribute to the broader knowledge-base on Teacher education (Tack & Vanderlinde, 2014). This researcherly disposition involves three inter-related aspects: an affective aspect, a cognitive aspect and a behavioural aspect. Next, the results of the development of a measurement instrument to empirically assess and describe Teacher Educators’ researcherly disposition are presented. Questionnaire data were collected from a sample of 812 Teacher Educators. EFA, CFA and reliability analysis were conducted on the data. The results indicate a three-factor solution with 18 items. The factors can be labelled as: (1) Conducting research as a Teacher educator, (2) Valuing research as a Teacher educator and (3) Being a smart consumer of research. This paper furthers our understanding on Teacher Educators’ professional development by conceptualizing it as the development of a researcherly disposition and by discussing its operationalisation in a measurement instrument. In this respect, this contribution addresses an international widely recognized research problem, which is the lack of knowledge on Teacher Educators’ professional development (Loughran, 2014; Lunenberg et. al, 2014). In addition, this study has significant implications for future policy and practice focussing on the support and improvement of Teacher Educators’ professional learning.
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Measurement and development of Teacher Educators' researcherly disposition
2020Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:From the beginning of the 21st century the need for professional development of Teacher Educators is internationally growing and recognized in research literature (Lunenberg et. al, 2014). In this respect, a growing body of publications highly stress the Teacher Educators’ task of engaging in research and becoming a Teacher educator-researcher. Hence, a promising perspective on Teacher Educators’ professional development concerns the support of the development of ‘a researcherly disposition’. This research project aims to advance insight into Teacher Educators’ researcherly disposition by conceptualizing the concept and by making it empirically measurable; in order to gain insight into supporting conditions and specific strategies of development. Based on the first study, Teacher Educators’ researcherly disposition is conceptualized as the tendency to engage in research, and involves an inclination towards research (affective aspect), an ability to engage in research (cognitive aspect) and a sensitivity for research opportunities (behavioural aspect) (Tack & Vanderlinde, 2014). Next, the goals, methodology and preliminary results of the forthcoming studies (two quantitative studies and an intervention study) are presented. Finally, the intended contributions of this research project for the field of research on Teacher education are discussed.
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Interlude: Towards a Better Understanding of Teacher Educators’ Professional Development: Teacher Educators’ Researcherly Disposition as a Promising Concept
Teaching Learning and Enacting of Self-Study Methodology, 2018Co-Authors: Hanne Tack, Ruben VanderlindeAbstract:This chapter introduces the concept “researcherly disposition” (Tack H: Towards a better understanding of Teacher Educators’ professional development: theoretical and empirical insight into their researcherly disposition. Ghent University Press, Ghent, 2017) as a promising concept to enhance theoretical and empirical understanding of Teacher Educators’ professional development. In so doing, we first explore two important questions related to the wider debate on Teacher Educators’ engagement in research. The first question is related to what Teacher Educators’ engagement in research entails. The second question concerns why Teacher Educators should engage in research. Subsequently, the concept “researcherly disposition” is introduced and discussed as a means to better understand Teacher Educators’ professional development. Next, some reflections are formulated relevant for the larger S-STEP community. This chapter ends with a general conclusion.
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Uncovering a Hidden Professional Agenda for Teacher Educators: A Mixed Method Study on Flemish Teacher Educators and Their Professional Development.
European Journal of Teacher Education, 2017Co-Authors: Hanne Tack, Martin Valcke, Isabel Rots, Katrien Struyven, Ruben VanderlindeAbstract:AbstractTaking into account the pressing need to understand more about what Teacher Educators’ professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) Teacher Educators’ professional development needs and opportunities. Analysis results of a large-scale survey study with 611 Teacher Educators and analysis of five qualitative focus groups (with 24 Teacher Educators) are presented. The results confirm the lack of attention for Teacher Educators’ professional development in the Flemish Teacher education system. Moreover, the findings indicate a structural need for participation in professional development activities that are linked to Teacher Educators’ own practices, organised as long-term sustainable professional development trajectories, and formally recognised. To conclude, a professional development agenda for research, policy and practices related to Teacher Educators’ professional development is discussed.
Anja Swennen - One of the best experts on this subject based on the ideXlab platform.
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the quality of Teacher Educators in the european policy debate actions and measures to improve the professionalism of Teacher Educators
Professional Development in Education, 2011Co-Authors: Marco Snoek, Anja Swennen, Marcel Van Der KlinkAbstract:Snoek, M., Swennen, A., & Van der Klink, M. (2011). The quality of Teacher Educators in the European policy debate: actions and measures to improve the professionalism of Teacher Educators. Professional Development in Education, 37(5), 651-664.
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Teacher Educators their identities sub identities and implications for professional development
Professional Development in Education, 2010Co-Authors: Anja Swennen, Ken Jones, M L L VolmanAbstract:In this article we address the question: ‘What sub‐identities of Teacher Educators emerge from the research literature about Teacher Educators and what are the implications of the sub‐identities for the professional development of Teacher Educators?’ Like other professional identities, the identity of Teacher Educators is a construction of various aspects or facets, which we prefer to call sub‐identities. We are interested to learn what sub‐identities might constitute the main identity of what we generically refer to as ‘Teacher Educators’ and, to achieve this, we set out to analyse the research literature relating to Teacher Educators to search for ways in which such sub‐identities might be explicitly or implicitly described. Based on the research literature we found four sub‐identities that are available for Teacher Educators: schoolTeacher, Teacher in Higher Education, Teacher of Teachers (or second order Teacher) and researcher. We also found a view on Teacher Educators as Teachers in a more generic w...
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Teacher Educators: their identities, sub‐identities and implications for professional development
Professional Development in Education, 2010Co-Authors: Anja Swennen, Ken Jones, M L L VolmanAbstract:In this article we address the question: ‘What sub‐identities of Teacher Educators emerge from the research literature about Teacher Educators and what are the implications of the sub‐identities for the professional development of Teacher Educators?’ Like other professional identities, the identity of Teacher Educators is a construction of various aspects or facets, which we prefer to call sub‐identities. We are interested to learn what sub‐identities might constitute the main identity of what we generically refer to as ‘Teacher Educators’ and, to achieve this, we set out to analyse the research literature relating to Teacher Educators to search for ways in which such sub‐identities might be explicitly or implicitly described. Based on the research literature we found four sub‐identities that are available for Teacher Educators: schoolTeacher, Teacher in Higher Education, Teacher of Teachers (or second order Teacher) and researcher. We also found a view on Teacher Educators as Teachers in a more generic w...
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The induction of Teacher Educators; the needs of beginning Teacher Educators
2009Co-Authors: Corinne Van Velzen, Marcel Van Der Klink, Anja Swennen, Elka YaffeAbstract:Van Velzen, C., Van der Klink, M., Swennen, A., & Yaffe, E. (2008). The induction of Teacher Educators: the needs of beginning Teacher Educators. Paper presented at the ATEE Conference. August, 24, 2008, Brussels, Belgium.
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preach what you teach Teacher Educators and congruent teaching
Teachers and Teaching, 2008Co-Authors: Anja Swennen, M L Lunenberg, F KorthagenAbstract:Teacher Educators seem to agree that, to be able to support their student Teachers' learning, they themselves should be good models of the kind of teaching they are trying to promote. However, it is clear from the literature that this congruent teaching is not self‐evident in Teacher education. In the present article, we describe a small in‐depth study, in which we attempted to establish whether Teacher Educators begin to teach more congruently when supported, and the factors influencing the occurrence or non‐occurrence of such congruent teaching. To do so, we organised a workshop on the subject. Before and after the workshop, we interviewed the participating Teacher Educators, using videotapes of their lessons. To discover the possible contribution of the workshop to their congruent teaching, we later compared both interviews. We found that a particularly important aspect of congruent teaching, i.e. the Teacher Educators' ability to link their own teaching to theory, had improved. Our conclusion is that ...
Philip Jegede - One of the best experts on this subject based on the ideXlab platform.
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Assessment of Nigerian Teacher Educators’ ICT Training
Proceedings of the 2009 InSITE Conference, 2020Co-Authors: Philip JegedeAbstract:The study examines the nature and impact of ICT trainings received by Teacher Educators in Southwestern Nigeria Teacher training institutions. Four hundred and sixty nine Teacher Educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of Teacher Educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the Educators had been exposed to one form of ICT training or the other. But trainings had hardly included the use of ICT in instruction. Most of those trained received their training directly from the institution. Educators preferred mostly the inclusion of software skills on Teachers’ ICT training curriculum. It was also found that training delivery has no varying effect on basic ICT skills.
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Assessment of Nigerian Teacher Educators' ICT Training
Issues in Informing Science and Information Technology, 2009Co-Authors: Philip JegedeAbstract:Introduction Informal observation reveals that there have been considerable (though uncoordinated) ICT-training efforts of late both at personal and institutional level among Teacher Educators. The purpose of these trainings is making Teacher Educators ICT skilled both in personal activities and day-to-day professional practices. The problem has been that these trainings don't impact the integration of ICT into Teacher Educators' classrooms. At best Teacher Educators use the Internet and in few cases use computers for word processing. Thus teaching with ICT in Secondary and Primary Schools still becomes impossible to achieve. This is because serving Teachers did not experience ICT immersed curriculum in their professional preparations and they pass on what they receive. Student Teachers that will use computers and ICT in later teaching practice must have observed their Teachers using computers. (Jegede 2006, Jegede & Adelodun, 2003).The most critical factor in the successful integration of ICT into education is the extent to which Teacher Educators are able to prepare Teachers with the required knowledge and skills to utilize ICT effectively (ICT in Education, 2004). Oliver (1994) identified the needs for student Teachers to experience models of ICT use in their own learning before they can go ahead to implement same in their later profession. Teacher education institutions may either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change (UNESCO, 2002). It becomes imperative therefore then to answer the following questions: What nature of training did Teacher Educators themselves received? Who trained the trainers? What nature of training delivery will produce the best effect in classroom practice? And does the ICT- use level of Teacher Educators bear significant relationship with the nature of training(s) received? What do Teacher Educators themselves perceive as necessary ICT skills for contemporary Teacher education programme? Answers to these questions will identify possible deficiencies in Teacher Educators ICT training efforts in Nigeria which will enable the inclusion of the type of competences that will impact classroom ICT integration rather than mere general ICT skills. Thus enabling the delivery of appropriate ICT integrated curriculum necessary for pre-service Teacher education programme. Methods The study is a survey design with 500 Teacher Educators randomly selected from 12 Teacher training institutions (6 Colleges of Education, 6 Universities) participating in the study. The selection cut across all disciplines and professional cadre. Three research instruments were used to elicit needed information from the respondents; The Teachers ICT Questionnaire (TICTQ), the Teachers ICT Use Checklist (TICTUC) and the Teachers ICT Competence Scale (TICTCS). TICTQ enquired on ICT training background of the Teacher trainers as well as what they perceived as needed contents in Teachers ICT training curriculum. The Teachers ICT Use Checklist (TICTUC) was originally developed for use with Singapore Teachers by Soh (1998). It consisted originally of 13 items out of which 11 items were adopted, 2 items were removed based on judgment that they are not needed by Teacher's Educators are to indicate how often the computer has been used for a specific purpose in the past three months. The scores were organized into four sub-scores and described as Data Processing, Word Processing, Communication (i.e. using Internet for searching teaching materials and sending messages to others) and Instructions using ICT. The items were scored as Never=1, Occasionally = 2, Sometimes = 3, Often = 4, Very Often = 5. TICTCS consists of 21 items, the items covered Internet skills, teaching with ICT and basic computer skills, respondents were to indicate their ICT competence on a 5-point scale of Very well=5, Well=4, Fairly well =3, Slightly =2, Not at all=1. …
