Factors Influencing Teacher Educators’ Research Engagement in the Reform Process of Teacher Education Institutions in Myanmar
Datos Bibliográficos
| ID | 16915061 |
|---|---|
| Autores | May Thu Kyaw (0000-0002-7969-8231, Hiroshima University of Economics, autor de correspondencia) |
| Año | 2021 |
| Volumen | 11 |
| Número | 4 |
| Fecha de publicación | 2021-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | SAGE Open (JOURNAL) |
| Identificadores de la revista | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440211061349 |
| OpenAlex | W4200278366 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 34 |
This study addresses how similar teacher education institutions differ in terms of teacher educators’ research engagement and what causes these differences. Underlying factors were explored by comparing teacher educators’ research engagement at two Education Colleges in Myanmar that differed in terms of the educators’ research activities. Applying the qualitative case study research design, data were drawn from a document analysis and semi-structured interviews with the college principals and teacher educators. Institutional expectation and encouragement for teacher educators’ research engagement, their views on research, ways of their research engagement, and the motives and challenges in each case were scrutinized using a summative approach to qualitative content analysis. The findings demonstrate that personal, institutional, policy-related, and system-related factors influence teacher educators’ research engagement. This suggests that, apart from the consideration of intrinsic and extrinsic motivation, teacher educators’ autonomy in their research engagement should be secured and their policy awareness and buy-in assured
Autonomy · Formative assessment · Mathematics education · Pedagogy · Political science · Qualitative research · Semi-structured interview · Social science · Sociology · Student engagement · Summative assessment · Teacher education · Education and Critical Thinking Development · Educational Curriculum and Learning Methods · Educator Training and Historical Pedagogy · Psychology
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“I am strong in will but weak in action”
Sustainable Research Practices for English Language Teachers in Saudi Arabia
Exploring the influence of teachers’ motivation, self-efficacy, and institutional support on their research engagement
Teacher educators' professional learning
Conducting Semi‐Structured Interviews
Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research
English Language Teachers' Conceptions of Research
Mixed Methods Sampling
Document Analysis as a Qualitative Research Method
Teacher educators as researchers
Teacher educators as researchers
University teacher educators’ research engagement
Having an EfECT
Two mathematics teacher educators’ efforts to improve teaching and learning processes
Faculty development for preservice teacher educators
Research engagement in English language teaching
Language teacher research engagement
Teacher Educators’ Professional Development
Qualitative inquiry and research design
Three Approaches to Qualitative Content Analysis
Professionally Developing as a Teacher Educator
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 1,67 |
| Intervalo de citas | 2023 - 2025 (3) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |