Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo
The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and met...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2020-09-01
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| Series: | Center for Educational Policy Studies Journal |
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| Online Access: | https://cepsj.si/index.php/cepsj/article/view/865/421 |
| _version_ | 1818107546954629120 |
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| author | Fjolla Kaçaniku |
| author_facet | Fjolla Kaçaniku |
| author_sort | Fjolla Kaçaniku |
| collection | DOAJ |
| description | The teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education. |
| first_indexed | 2024-12-11T02:01:11Z |
| format | Article |
| id | doaj.art-e1bf1300867040fd99d778dff12c7599 |
| institution | Directory Open Access Journal |
| issn | 1855-9719 2232-2647 |
| language | English |
| last_indexed | 2024-12-11T02:01:11Z |
| publishDate | 2020-09-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj.art-e1bf1300867040fd99d778dff12c75992022-12-22T01:24:29ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472020-09-01103537610.26529/cepsj.865Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in KosovoFjolla KaçanikuThe teacher-researcher is a prevailing concept in the post-professionalism age of teacher education. The development of teacher-researchers is discussed alongside reforming initial teacher education programmes as research-based. At this time, there is no consensus regarding the understanding and methodologies of teacher-researcher development. The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.https://cepsj.si/index.php/cepsj/article/view/865/421initial teacher educationprogramme goals and valuesstudent teacherteacher educator practiceteacher-researcher development |
| spellingShingle | Fjolla Kaçaniku Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo Center for Educational Policy Studies Journal initial teacher education programme goals and values student teacher teacher educator practice teacher-researcher development |
| title | Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo |
| title_full | Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo |
| title_fullStr | Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo |
| title_full_unstemmed | Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo |
| title_short | Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo |
| title_sort | teacher researcher development unpacking the understandings and approaches in initial teacher education in kosovo |
| topic | initial teacher education programme goals and values student teacher teacher educator practice teacher-researcher development |
| url | https://cepsj.si/index.php/cepsj/article/view/865/421 |
| work_keys_str_mv | AT fjollakacaniku teacherresearcherdevelopmentunpackingtheunderstandingsandapproachesininitialteachereducationinkosovo |