Samenvatting

Although teacher educators' role as researcher is generally accepted (Cochran-Smith, 2003; Clarke, 2001), not every teacher educator is capable to conduct research. Teacher educators in, 'new universities', like the Dutch Universities of Applied Sciences (UAS) work in a context where a research culture lacks. The relatively new focus on research in UAS is similar to (former) developments elsewhere in the world (e.g. Cochran-Smith 2003; Borg & Aslhumaimeri, 2012, Lepori, 2008). The objective of this study was to gain insight in the contribution of professional development activities to teacher educators' role as researchers in UAS and/or their role in supervising student teachers' research.

Theoretical and methodology framework
Regarding the professional development of the research role, several activities are described in literature (e.g. Cochran-Smith, 2003; Barak et al 2010). Examples are: working in professional development communities (Brody & Hadar, 2011), communities of inquiry (Cochran-Smith, 2003), conducting self-study research (e.g. Gallangher et al, 2011; Lunenberg, Zwart & Korthagen, 2010), or course in research methods (Livingston, McCall & Morgado, 2009).
Three Dutch UAS' participated in this project. The outcomes of three different types of professional development were studied: (1) forming a professional development community, (2) research discussion meetings supervised by an experienced researcher and (3) courses given on research methods. For each type of professional development, three participants were interviewed, using
semi-structured interviews (based on the model of Clarke & Hollingsworth, 2003). The interviews were transcribed and analysed by two independent researchers of each UAS and discussed by the five researchers participating.
Results and conclusions
Findings appear twofold. Firstly, teacher educators develop more knowledge on research and methodological skills and secondly they report a spin off towards other professional (teaching) activities. Furthermore, with regard to all three activities, teacher educators mention that exchanging experiences with colleagues helped them to develop a better understanding of research and a shared language on research.

Relevance to European educational research
Our findings will contribute to the body of knowledge around professional development activities for teacher educators, especially with regards to the role of researcher or supervisor of student teachers' research.