Workplace learning of teacher educators: validation of a measurement instrument

Teacher educators’ workplace learning is often neglected despite its sub-stantial contribution to the development of teacher educators’ profes-sional practice and better-quality experiences for student teachers. Theavailability of a sound instrument will contribute to gaining a completeunderstanding of teacher educators’ participation in workplace learningactivities and their underlying mechanisms. Therefore, the purpose of thisstudy was to examine the validity of the Teachers’ ProfessionalDevelopment at Work questionnaire among a sample of Dutch teachereducators (n = 119). The results of confirmatory factor analysis providedevidence for the construct validity of the instrument. Similarly, examiningits correlations with other constructs mostly supported convergent, diver-gent, and connectedness validity. Finally, Cronbach’s alpha coefficientsdemonstrated that the data obtained using this instrument was ade-quately reliable. In conclusion, it was revealed that the Teachers’Professional Development at Work questionnaire can be used amongteacher educators. Thus, it is expected that this instrument can be bene-ficial to explore the activities that teacher educators participate in forworkplace learning and determine in future research which factors con-tribute to or hinder teacher educators’ participation in workplace learning activities.