Research-Based Professional Development Needs Of Teacher Educators: Qualitative Evidence From University Of Education Lahore, Pakistan

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Sumera Rashid , Samina Safdar , Marina Ilyas


Since the beginning of the century, academics and policymakers have acknowledged the necessity for teacher educators' research-based professional development. Therefore, the present qualitative study sought to identify the teacher educators' research-based professional development needs serving at the University of Education Lahore, Pakistan. A total of 25 regular teacher educators from the University of Education were selected as a sample for the study by using the random sampling technique. Semi-structured interviews were conducted to gain in-depth information from the participants. Interviews were transcribed verbatim and translated into English. Thematic analysis was used to analyse the data after transcription. Six themes emerged as research-based professional development needs of teacher educators: (i) pursuing the doctoral program for research purposes, (ii) article writing and publications, (iii) research projects, (iv) training in quantitative and qualitative software for data analysis, (v) promotion of research culture, and (vi) collaboration. The study showed that teacher educators had extensive research-based professional development needs. The university's administration can fulfill these needs by providing support and offering opportunities for teacher educators, so they might be engaged in research activities and uplift the university's ranking. Moreover, the university administration can foster collaboration to promote research culture at the university.

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