Research

We welcome new blogs on teacher educators and teacher educator development (500-750 words). For more information see our Blog submission policy or contact your national moderator.

April 13, 2019
Published by David Johnston at April 13, 2019
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Using Research to Problematise ‘The Good Practicum’

Most student teachers have positive experiences of working in a school when on placement. A minority, however, return to university from their placement feeling stressed and anxious. In Scotland, The Donaldson Review (2011) claims that 23% of their respondents admitted to having ‘variable or very poor’ placement experiences. Problematic experiences have been reported in a range of empirical studies throughout the wider world (see for example Boz and Boz, 2006)...
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March 23, 2019
Published by Dr Orla McCormack at March 23, 2019
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How research on reflection has changed my view on reflective practice

Reflective practice is a common dimension of initial teacher education programmes throughout the world and the benefits of developing reflective teachers have been well documented (please see McGarr & McCormack, 2014 for more detail). While differing approaches to reflection exist, Brookfield (1995) argues that unless reflective practice is critical in nature, challenges hegemonic assumptions and power relations, it is largely ineffective.
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February 24, 2019
Published by Gerry Czerniawski at February 24, 2019
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Nurturing teacher educators’ communities of enquiry

Unless research is valued for its capacity as a tool of professional learning by all stakeholders in teacher education, we risk the marginalisation and eventual disappearance of a theory-informed future teaching profession. Peiser (2015) reminds us that education policy can, in some cases, prioritise instrumental knowledge over a wider professional understanding of teacher education and...
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January 4, 2019
Published by Despoina Georgiou at January 4, 2019
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The Evidence-Based Teaching Survey

Teacher educators play a pivotal role in the classroom ecology of teacher education because they support pre-service teachers’ learning and because they model teaching through their own practices (Lunenberg, Korthagen, & Swennen, 2007). Therefore, there is no exaggeration to say that if we strive for quality teacher preparation we should first invest time and effort on the professional development of teacher educators’ (Goodwin & Kosnik, 2013).
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May 6, 2018
Published by Ari de Heer, Martine M. van Rijswijk and Hanneke Tuithof at May 6, 2018
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The researcher inside me; the search for meaningful research in a shifting academic landscape

We are three university-based teacher educators who since many years have reflected on our development from teacher educators to teacher educators/researchers through collaborate self-study research.
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April 19, 2018
Published by Tali Berglas-Shapiro at April 19, 2018
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Subject based Professional Learning Communities in Israel

Since the mid‐1990s, the concept of professional learning communities (PLCs) has arisen in the education field and yet it took a few more years to be accepted in Israel. The Ministry of Education (MoE) stipulates that all teachers participate in Professional Development (PD)...
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January 29, 2018
Published by Quinta Kools at January 29, 2018
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Topics studied in a Self-study-group

In my earlier blog (Learning about inquiry), I described the process and the ‘rules’ in a self-study group I am hosting. In this blog I will give some examples of the topics that are studied by the participating teacher educators. I do this through unfolding small ‘portraits’ of the participants about their professional journey (see Loughran, 2014).
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November 23, 2017
Published by Penny Amott at November 23, 2017
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Story-telling – a means and a method

It’s great in research when you discover something that you didn’t expect to find! As I embarked on my research for my doctorate I knew that I wanted to find out more about identity transformation for early career teacher educators; knowing that identity as a teacher educator is problematic...

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October 23, 2017
Published by Quinta Kools at October 23, 2017
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Learning about inquiry

Research, inquiry, researcherly dispositions (Tack & Vanderlinde (2016), a lot has been written on these topics in relation to teacher educators and to be honest, I do not care too much about getting involved in this discussion, I rather start acting. I rather start acting. Of course, in my actions I am encouraged by literature, but for me it is the activity that counts.

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All content in the blog posts is the opinion of the author, not necessarily reflecting the view of InFo-TED

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