https://orcid.org/0000-0003-2251-7708
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ABSTRACT
This article is based on reflexive research, which served as a tool to consolidate significant insights into the author’s scholarly growth as a researcher specialising in teacher education. These insights are presented with universal meaning by proposing a three-phase model of scholarly growth for higher education faculty. Critical retrospective examination helped identify the features of each phase of the model. At the fundamental phase, the focus is on building professional identity through the acquisition of skills of operating as researchers. At the model’s next phase, the focus is on conduct as scholars, including carrying out research and writing academic outputs. At the model’s third phase the focus is on conduct as experts who act to benefit the teacher education profession, the scientific world and society. The reflexive research has clearly revealed the structure of the model and established the added value of scholarly growth over a decade.
Disclosure Statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Leah Shagrir
Leah Shagrir, was the academic head of the Eilat Campus, Levinsky College of Education. For 7 years she served as the Chair of the Research & Development Community call The Professional Development of Teacher Educators, within the Association of Teacher Education in Europe [ATEE]. Now she serves as a member of the ATEE Administrative Council. For fifteen years Leah Shagrir has headed The MOFET Institute – a national intercollegiate centre for professional development of teacher educators. Leah was awarded a Distinguished Fulbright Award in Teaching – 2009, to conduct research in Vanderbilt University, US.
Fields of expertise: Teacher Education; Qualitative Research; Professional and Academic Development in Teacher/Higher Education; Higher Education Teaching.