224
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Developing a teaching-research nexus in teacher education: recounts of an educator’s self-study

, & ORCID Icon
Received 11 Aug 2023, Accepted 11 Dec 2023, Published online: 07 Jan 2024

References

  • Bassot, B. 2016. The reflective practice guide: An interdisciplinary approach to critical reflection. London: Routledge.
  • Bell, M. 2001. Supported reflective practice: A programme of peer observation and feedback for academic teaching development. International Journal for Academic Development 6, no. 1: 29–39. doi:10.1080/13601440110033643.
  • Berry, A. 2008. Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer.
  • Brandenburg, R., and M. Jones. 2017. Toward transformative reflective practice in teacher education. In Reflective theory and practice in teacher education, ed. R. Brandenburg, K. Glasswell, M. Jones, and J. Ryan, 259–73. Singapore: Springer.
  • Bullock, S.M., and J.K. Ritter. 2011. Exploring the transition into academia through collaborative self-study. Studying Teacher Education 7, no. 2: 171–81. doi:10.1080/17425964.2011.591173.
  • Cochran-Smith, M. 2003. Learning and unlearning: The education of teacher educators. Teaching and Teacher Education 19: 5–28.
  • Cuenca, A. 2020. Ethics of self-study research as a legitimate methodological tradition. In International handbook of self-study of teaching and teacher education practices, ed. J. Kitchen, A. Berry, S.M. Bullock, A.R. Crowe, M. Taylor, H. Guðjónsdóttir, and L. Thomas, 2nd ed., 461–82. Singapore: Springer.
  • Fletcher, T. 2020. Self-study as hybrid methodology. In International handbook of self-study of teaching and teacher education practices, ed. J. Kitchen, A. Berry, S.M. Bullock, A.R. Crowe, M. Taylor, H. Guðjónsdóttir, and L. Thomas, 2nd ed., 269–97. Singapore: Springer.
  • Fletcher, T., D. Ní Chróinín, and M. O’Sillivan. 2016. A layered approach to critical friendship as a means to support pedagogical innovation in pre-service teacher education. Studying Teacher Education 12, no. 3: 302–19. doi:10.1080/17425964.2016.1228049.
  • Geertsema, J. 2016. Academic development, SoTL and educational research. International Journal for Academic Development 21, no. 2: 122–34. doi:10.1080/1360144X.2016.1175144.
  • Glasswell, K., and J. Ryan. 2017. Reflective practice in teacher professional standards: Reflection as mandatory practice. In Reflective theory and practice in teacher education, ed. R. Brandenburg, K. Glasswell, M. Jones, and J. Ryan, 2–26. Singapore: Springer.
  • Gottesman, L. 1998. To fight and learn: The praxis and promise of literacy in Eritrea’s independence War. Lawrenceville, NJ: Red Sea Press.
  • Hailemariam, C., S. Ogbay, and G. White. 2010. The development of teacher education in Eritrea. In International handbook of teacher education world-wide: Issues and challenges, ed. K.G. Karras and C. C. Wolhuter, 701–36. Athens: Atrapos Editions.
  • Harland, T. 2016. Teaching to enhance research. Higher Education Research & Development 35, no. 3: 461–472. doi:10.1080/07294360.2015.1107876.
  • Idris, K.M. 2023. Tensions of embedding reflective teaching practices in teacher education in Eritrea: A self-study on facilitation experiences. Studying Teacher Education 19, no. 3: 251–70. doi:10.1080/17425964.2023.2202012.
  • Idris, K., S. Eskender, B. Demoz, A. Yosief, and K. Andemicael. 2021. ‘Let’s focus on us’: Recounting educators’ facilitation practices in improving collaborative commitments of learner-teachers during an action research course. Educational Action Research 31, no. 4: 797–820. doi:10.1080/09650792.2021.2000877.
  • Idris, K.M., S. Eskender, A. Yosief, B. Demoz, and K. Andemicael. 2020. Exploring headway pedagogies in initial teacher education through collaborative action research into processes of learning: Experiences from Eritrea. Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3–4: 139–56. doi:10.7577/njcie.3746.
  • Kaasila, R., S. Lutovac, J. Komulainen, and M. Maikkola. 2021. From fragmented toward relational academic teacher identity: The role of research-teaching nexus. Higher Education 82: 583–98. doi:10.1007/s10734-020-00670-8.
  • Kaasila, R., S. Lutovac, and M. Uitto. 2023. Research on teacher educators’ teacher identities: Critical interpretative synthesis and future directions. European Journal of Teacher Education. doi:10.1080/02619768.2023.2181077.
  • Korthagen, F.A. 2016. Pedagogy of teacher education. In International handbook of teacher education, ed. J. Loughran and M.L. Hamilton, 311–46. Dordrecht: Springer.
  • LaBoskey, V.K. 2004. The methodology of self-study and its theoretical underpinnings. In International handbook of self-study of teaching and teacher education practices, ed. M.L. Hamilton, V.L. Laboskey, and T. Russell, 817–69. Singapore: Springer.
  • Liang, J., F. Ell, and K. Meissel. 2023. Researcher or teacher-of-teachers: What affects the salient identity of Chinese university-based teacher educators. Teaching and Teacher Education, 130. doi:10.1016/j.tate.2023.104184.
  • Loughran, J. 2014. Professionally developing as a teacher educator. Journal of Teacher Education 65, no. 4: 271–83. doi:10.1177/0022487114533386.
  • Loughran, J. 2019. Pedagogical reasoning: The foundation of the professional knowledge of teaching. Teachers and Teaching 25, no. 5: 523–535. doi:10.1080/13540602.2019.1633294.
  • Loughran, J., and A. Berry. 2005. Modelling by teacher educators. Teaching and Teacher Education 21: 193–203. doi:10.1016/j.tate.2004.12.005.
  • Loughran, J., and N. Brubaker. 2015. Working with a critical friend: A self-study of executive coaching. Studying Teacher Education 11, no. 3: 255–71. doi:10.1080/17425964.2015.1078786.
  • MacPhail, A., M. Ulvik, A. Guberman, G. Czerniawski, H. Oolbekkink-Marchand, and Y. Bain. 2019. The professional development of higher education-based teacher educators: Needs and realities. Professional Development in Education 45: 848–61. doi:10.1080/19415257.2018.1529610.
  • Malm, B. 2020. On the complexities of educating student teachers: Teacher educators’ views on contemporary challenges to their profession. Journal of Education for Teaching 46, no. 3: 351–364. doi:10.1080/02607476.2020.1739514.
  • Ministry of Education, State of Eritrea. 2011. National education policy. Asmara: Ministry of Education.
  • Naib, M. 2014. The challenge of equitable provision of quality education in Eritrea: A social justice perspective. Journal of Eritrean Studies VII, no. 1: 21–57.
  • O’Sullivan, M.C. 2010. Educating the teacher educator—A Ugandan case study. International Journal of Educational Development 30: 377–87. doi:10.1016/j.ijedudev.2009.12.005.
  • Peercy, M.M., and F.J. Troyan. 2017. Making transparent the challenges of developing a practice-based pedagogy of teacher education. Teaching and Teacher Education 61: 26–36. doi:10.1016/j.tate.2016.10.005.
  • Ping, C., G. Schellings, and D. Beijaard. 2018. Teacher educators’ professional learning: A literature review. Teaching and Teacher Education 75: 93–104. doi:10.1016/j.tate.2018.06.003.
  • Posti-Ahokas, H., K. Meriläinen, and A. Westman. 2018. Finding learning in teaching: Eritrean primary teacher educators’ perspectives on implementing learner-centered and interactive pedagogies. In Education for life in Africa, ed. J. Jansen and A. Breedeveld, 205–27. Leiden: African Studies Centre.
  • Powell, D. 2010. Join, or die! A pragmatic case for reflective self-study in social studies. In Advancing social studies education through self-study methodology: The power, promise, and use of self-study in social studies education, ed. A.R. Crowe, 21–36. Dordrecht: Springer.
  • Raelin, J.A. 2007. Toward an epistemology of practice. Academy of Management Learning & Education 6, no. 4: 495–519.
  • Robson, C., and K. McCartan. 2016. Real world research: A resource for users of social research methods in applied settings. 4th ed. West Sussex: John Wiley.
  • Russell, T. 2005. Can reflective practice be taught? Reflective Practice 6, no. 2: 199–204. doi:10.1080/14623940500105833.
  • Russell, T. 2013. Has reflective practice done more harm than good in teacher education? Phronesis (Barcelona, Spain) 2, no. 1: 80–8. doi:10.7202/1015641ar.
  • Senese, J.C. 2002. Opposites attract: What I learned about being a classroom teacher by being a teacher educator. In Improving teacher education practices through self-study, ed. J. Loughran and T. Russell, 43–55. London: RoutledgeFalmer.
  • Senese, J.C. 2017. How do I know what I think I know? Teaching reflection to improve practice. In Reflective theory and practice in teacher education, ed. R. Brandenburg, K. Glasswell, M. Jones, and J. Ryan, 103–17. Dordrecht: Springer.
  • Smith, K., and M.A. Flores. 2019. The Janus faced teacher educator. European Journal of Teacher Education 42, no. 4: 433–446. doi:10.1080/02619768.2019.1646242.
  • Tidwell, D.L., and S.R. Jónsdóttir. 2020. Methods and tools of self-study. In International handbook of self-study of teaching and teacher education practices, ed. J. Kitchen, A. Berry, S.M. Bullock, A.R. Crowe, M. Taylor, H. Guðjónsdóttir, and L. Thomas, 2nd ed., 377–426. Singapore: Springer.
  • Vanassche, E. 2022. Four propositions on How to conceptualize, research, and develop teacher educator professionalism. Frontiers in Education 7. doi:10.3389/feduc.2022.103694.
  • Vanassche, E., and A. Berry. 2020. “Teacher Educator Knowledge, Practice, and S-STTEP Research.” In International Handbook of Self-Study of Teaching and Teacher Education Practices. 2nd ed., edited by J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, and L. Thomas, 177–213. Singapore: Springer.
  • Vanassche, E., G. Kelchtermans, R. Vanderlinde, and K. Smith. 2021. A conceptual model of teacher educator development: An agenda for future research and practice. In Teacher educators and their professional development: Learning from the past, looking to the future, ed. R. Vanderlinde, K. Smith, J. Murray, and M. Lunenberg, 15–27. London: Routledge.
  • Vavrus, F., M. Thomas, and L. Bartlett. 2011. Ensuring quality by attending to inquiry: Learner-centred pedagogy in Sub-Saharan Africa. Addis Ababa: UNESCO CBA International Institute for Capacity Building in Africa.
  • Wang, Y., D. Newton, P. Moger, G. Ion, and L. Arnau-Sabates. 2023. What do we know so far about the research-teaching nexus in initial teacher training? Findings from a systematic review. Review of Education 11, no. 2:1–17. doi:10.1002/rev3.3405.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.