NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ893299
Record Type: Journal
Publication Date: 2010-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1742-5964
What Kind of Research Culture Do Teacher Educators Want, and How Can We Get It?
Gemmell, Tony; Griffiths, Morwenna; Kibble, Bob
Studying Teacher Education, v6 n2 p161-174 Aug 2010
This article describes a collaborative research journey involving nine teacher educators. Their common purpose was to find a research identity in a university department with a strong commitment to the education and training of student teachers but which existed within a university that prided itself on maintaining a reputation for research excellence. The methodology was inextricably linked to the decision to take a journey as a group. The journey, both route and progress, became the focus of our self-study through a number of exchange platforms including collaborative meetings, agendas which embraced equity and social justice, a shared blog space for self-reflection, and engagement with others through partnership conferences. Data were qualitative and focused on the ambitions, frustrations, and achievements of the participants as revealed through personal writing on a blog. Key findings of this study include: (i) the discovery of hurdles, false starts and frustrations that were common to all members of the group but hitherto had remained hidden and private; (ii) the tension between an identity as educator with a sense of responsibility to students and that of an active researcher; and (iii) issues of time and work balance between teaching and researching.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A