Research in the work of New Zealand teacher educators: a cultural-historical activity theory perspective

ABSTRACT

In this article we use cultural-historical activity theory to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed initial teacher education are served by New Zealand universities’ recruitment practices and TEs' actual work. We suggest that TEs value scholarship that informs their practice and are motivated to research, despite working within institutions where employment practices are bifurcating the TE workforce along lines of who can and should do research and who should not. We cite evidence from interviews to suggest TEs, and those in leadership positions who have been involved in TE recruitment, recognize the importance of research to inform practice and teaching. However, this conflicts with the language of advertisements and job descriptions where for some TE roles, the practice of research and scholarship are not an object of work. In response, we encourage those responsible for TE work force development to support and employ TEs able to engage in high standards of scholarship and teaching, and in so doing provide their students with research- and practice-informed teaching.

KEYWORDS:

• Cultural-historical activity theory
• initial teacher education
• teacher educators
• Performance-based Research Fund (PBRF)
• research-informed teaching

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

David A. G. Berg http://orcid.org/0000-0002-9560-7694

Alexandra C. Gunn http://orcid.org/0000-0002-8572-714X

Mary F. Hill http://orcid.org/0000-0001-9552-8112

Additional information

Funding

This work was supported by the New Zealand Teaching and Learning Research Initiative [9142].