Creating a culture of research in teacher education
Learning Research Within Communities of Practice
Bibliographic Data
| ID | 4990388 |
|---|---|
| Authors | Mary F Hill, Mary Hill (0000-0002-4094-9400, University of Auckland, corresponding author), Mavis A Haigh, Mavis Haigh (0000-0002-9480-8187, University of Auckland) |
| Year | 2012 |
| Volume | 37 |
| Issue | 8 |
| Pages | 971-988 |
| Publication date | 2012-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2011.559222 |
| OpenAlex | W2160317846 |
| Language | EN |
| Citations received | 10 |
| References cited | 32 |
In some international contexts, for example in South Africa, Norway, Australia and New Zealand, teacher education has recently shifted into the academy. Concurrently research performance funding measures have been introduced. Both changes have placed pressure on teacher educators to become ‘research active’. The literature indicates that teacher educators can increase and deepen their research productivity with support in ways that build on, rather than break down, their existing identities. Our findings from interviews with research leaders in education faculties indicate that cultivating communities of research practice can assist teacher educators to learn alongside more experienced colleagues, and become fully fledged researching academics
Economic growth · Educational research · Faculty Development · Higher education · Pedagogy · Political science · Productivity · Professional development · Sociology · Teacher education · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Teacher Education and Leadership Studies
Research-based teacher education in Norway – a longitudinal perspective
Non-university-based teacher educators learning to develop researcherly dispositions within and across communities of collaborative action research practice
A survey research on Finnish teacher educators’ research-teaching integration and its relationship with their approaches to teaching
Drivers of change for researcher development in Tanzania
Building Research Capacity in New Universities During Times of Academic Drift
Academic Drift in Dutch Non-University Higher Education Evaluated
Researcher or teacher-of-teachers
Teacher educators’ approaches to teaching and connections with their perceptions of the closeness of their research and teaching
How research is conceived and practised in higher education? Assumptions of Masters/doctoral students and instructors
Cultivating a research culture in Tanzanian higher education
Communities of Practice
Publish or perish
Limits to Communities of Practice
Limitations of Communities of Practice
Teaching teachers—studies into the expertise of teacher educators
The scholarship of research in teacher education in a higher education institution in transition
Who teaches the teachers? Identity, discourse and policy in teacher education
Learning and unlearning
Research‐capacity building, professional learning and the social practices of educational research
Harnessing the slipstream
Back to the Future
Developing a Research Culture in a University Faculty
Working in a 'new' university
Ask a Different Question, Get a Different Answer
Researching Academic Writing within a Structured Programme
Beyond the 'research/teaching nexus
Writing Groups, Change and Academic Identity
Situated Learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,71 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |